Vol. 2 No. 33 (2026)
Professional Pedagogics

Professional Pedagogics

METHODOLOGICAL ASPECTS OF DEVELOPING PROFESSIONAL TERMINOLOGICAL COMPETENCE IN FUTURE AGRICULTURAL ENGINEERING SPECIALISTS

Published 27.08.2026

  • Iryna Mosia

Iryna Mosia
Institute of Vocational Education of the National Academy of Educational Sciences of Ukraine image/svg+xml

Abstract

Background. Escalating demands for the professional training of agricultural engineering specialists, the rapid digitalization of agricultural production, and the integration of Ukrainian education into the European educational area underscore the critical need to cultivate professional terminological competence in prospective agricultural engineers. Mastery of specialized terminology constitutes a vital prerequisite for successfully assimilating vocational disciplines, engaging in effective workplace communication, and executing complex operational tasks.

Purpose. The article aims to substantiate the methodological aspects of developing professional terminological competence among future agricultural engineering specialists, clarify its scope and structural composition, and identify effective instructional methods, organizational formats, and pedagogical tools for institutions of professional pre-higher education.

Methods. A comprehensive framework of general scientific research methods was employed: analysis, synthesis, comparison, generalization, and systematization of scholarly literature, regulatory frameworks, and pedagogical practices; structural-functional analysis to delineate the component structure of professional terminological competence; and theoretical modeling to establish and justify methodological approaches to its development.

Results. The conceptual essence of "professional terminological competence of future agricultural engineering specialists" has been clarified as an integrated personal attribute that synthesizes a structured system of terminological knowledge, operational skills in applying specialized terminology within professional contexts, and the capacity for effective professional communication. The structural framework of this competence was defined, comprising cognitive, operational-activity (functional), communicative, motivational, and reflective components. The study substantiates the educational efficacy of combining contextual, problem-oriented (inquiry-based), communicative, and interactive learning models, supported by authentic specialized texts, domain-specific glossaries, digital learning resources, and practice-oriented tasks. It is demonstrated that integrating linguistic instruction with specialized vocational training ensures the robust acquisition of technical vocabulary and its proficient application in real-world agricultural engineering scenarios.

Conclusions. Developing professional terminological competence in future agricultural engineers represents an indispensable dimension of their vocational education, requiring comprehensive methodological support that unites contemporary pedagogical paradigms, interactive technologies, and practice-oriented learning. The proposed methodological provisions enhance the overall quality of instruction in professional pre-higher education, cultivate learners' communicative competence, and foster operational readiness for the agricultural engineering sector. Promising directions for future research include designing an instructional model and diagnostic assessment instruments to evaluate the developmental levels of professional terminological competence in future agricultural engineers.

Keywords

professional terminological competence; future agricultural engineering specialists (prospective agricultural engineers); professional pre-higher education (vocational pre-tertiary education); agricultural college; instructional methods (methods of competence development); vocational training (professional training).

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Author Biography

Iryna Mosia

PhD in Pedagogy, Senior Research Fellow, Department of Professional Pre-Higher Education, Institute of Vocational Education of the National Academy of Educational Sciences of Ukraine, ORCID: https://orcid.org/0000-0001-7641-3352, e-mail: mosyaira@ukr.net 

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