THE DIDACTIC ESSENCE AND FUNCTIONAL CHARACTERISTICS OF TRAINING AND SEMINARS IN A COMPETENCY-ORIENTED MODERN EDUCATION SYSTEM

In contemporary educational and professional development contexts, the concepts of training and seminar are frequently used interchangeably in practice, leading to methodological inconsistencies in the design and implementation of instructional processes. However, these two formats are grounded in distinct theoretical foundations with regard to their objectives, didactic logic, level of participant engagement, assessment mechanisms, and the transferability of learning outcomes to real-life professional activities. This article argues that training is primarily oriented toward the development of practical skills and competencies, relying on structured practice, systematic feedback, and measurable performance outcomes, whereas the seminar format provides a more suitable environment for deepening conceptual understanding, fostering a culture of academic discussion, and developing critical and analytical thinking skills. The study critically examines the frequent loss of the original essence of these formats in practice, where seminars are reduced to passive lecture-based sessions and trainings are transformed into mere information delivery. Within the context of higher education and organizational learning, the article proposes methodological approaches for the purposeful selection, coherent integration, and effective application of training and seminar formats in order to enhance the quality and impact of educational outcomes.