The psychological component of the formation of social and communicative competence in students

Social and communicative competence is becoming a key component of graduates' professional readiness and competitiveness. Employers consistently point to a lack of skills among young professionals in working effectively in teams, constructively resolving conflicts, negotiating, presenting ideas, and building long-term professional relationships. The relevance of this study is underscored by the presence of systemic psychological barriers in the student environment that impede the natural development of communicative competence. Numerous studies have documented an increase in psycho-emotional distress among students, including increased anxiety and stress associated with adaptation and academic workload. Such conditions directly impede the development of confidence, empathy, and constructive dialogue skills. Spontaneous, unorganized development of social and communicative competence in such conditions is ineffective, creating an objective need for professionally organized interventions. Research into the mechanisms of social and communicative competence development is gaining scientific validity, contributing to the implementation of national educational priorities. The aim of the study is to examine students' social and communicative competence and identify the specific features of psychological support for issues related to social and communicative competence. The following methods were