COMPETENCE-BASED MODEL FOR DEVELOPING ACADEMIC WRITING WITHIN FOREIGN LANGUAGE TRAINING OF HIGHER EDUCATION STUDENTS OF FACULTIES OF APPLIED MATHEMATICS AND INFORMATION TECHNOLOGIES, AS WELL AS PHYSICS, ELECTRONICS, AND COMPUTER SYSTEMS (WITHIN THE DISCIP

Abstract

The article provides a comprehensive theoretical and methodological substantiation of a competence-based model for developing academic writing within the system of foreign language training of higher education students specializing in technical fields, including faculties of applied mathematics and information technologies, as well as physics, electronics, and computer systems, within the discipline “Foreign Language for Professional Purposes.” The relevance of the study is determined by the increasing role of academic communication under the conditions of globalization and digitalization of education, the expansion of international academic interaction, and the need to ensure a high level of foreign-language academic literacy among future technical specialists. In this context, academic writing is considered a key component of professional training that enables students’ participation in scientific activity, access to international knowledge sources, and integration into the global academic environment. The aim of the article is to conceptualize a model for forming academic writing competence, as well as to define its structure, content, and pedagogical conditions for effective implementation in foreign language training. The study employs a set of interrelated methods, including theoretical analysis of scientific literature, generalization of modern pedagogical approaches, comparative analysis of domestic and international practices in teaching academic writing, and structural-functional modeling, which allowed for the development of a holistic conceptual model of the investigated phenomenon. The results of the study demonstrate that academic writing competence has a multidimensional structure comprising linguistic, cognitive, communicative, and research components that are closely interconnected and ensure the integrity of academic literacy development. A three-level structure of competence formation is identified, including procedural, cognitive-communicative, and integrated levels. The methodological approaches to teaching academic writing are substantiated, with the process-oriented, genre-based, and competence-based approaches defined as leading, ensuring the gradual formation of skills for producing academic texts of various genres. The pedagogical conditions for effective development of academic writing competence are outlined, including the integration of foreign language training with professional disciplines, the use of digital educational technologies, the development of critical thinking and research skills, the formation of academic integrity culture, and the promotion of learner autonomy in writing activities. It is emphasized that the implementation of the proposed model enhances the quality of foreign language training, fosters the ability to produce well-structured academic discourse, and develops students’ capacity for independent academic text production in accordance with international standards of academic communication. The conclusions indicate that the competence-based model of academic writing formation ensures a systematic and integrated approach to foreign language education and creates conditions for effective participation of students in the international academic community.