Issues Of Competence Research Articles

Media Reality of Modern Education: Historiography of the Problem of Media Literacy and Media Competence

The modern educational paradigm exists in media reality. Accordingly, the challenges and trends of the modern educational space are formed around the problem of media literacy and media competence. The aim of the study is to analyze the best educational practices of the United States, Canada and the United Kingdom in the sphere of media literacy and media competence in order to identify the innovative potential of modern reforms, understand and realize modern processes in education, and design its future.
 The research is based on the analysis of contemporary scientific and pedagogical discourse around the issue of media literacy and media competence. The study of this issue is based on a comprehensive retrospective analysis of the works of scholars from the United States, as well as Canada, the United Kingdom. The author analyzes the historiography of this issue, which reflects different stages of its development, using a complex of historiographical and historical-comparative methods and approaches.
 The results of the study made it possible to identify and describe the content, focus, specificity and factors of the development of the problem of media literacy and media competence as key components of the transformation processes of the modern educational paradigm and determine the value-content orientations of scientific and pedagogical discourse.
 Based on the results of the analysis of the historiography of the problem, it is concluded that the theoretical basis of the problem of media literacy and media competence is made up of pedagogical, sociological, psychological and philosophical theories; the impact of media on the formation of the individual in particular and the community in general; research on information and information-psychological security of the individual; provisions on the influence of the mass media on the formation of personal qualities and behavior; provisions on the impact of informatization on the learning process; research on psychological protection of the individual in the information environment; research on the phenomenon of information culture; concepts of personal information culture development; general scientific provisions of the theory and history of the periodical press and its influence on the formation of consciousness; a provision on the need to enrich pedagogical experience by combining the best examples of pedagogical theory and practice from different countries in order to preserve universal values, ideals and individual rights.

An mHealth, patient engagement approach to understand and address parents' mental health and caregiving needs after prenatal diagnosis of critical congenital heart disease

ObjectiveTo provide an overview of the development of the Preparing Heart and Mind™ (PHM™) care program designed for parents with a prenatal diagnosis of critical congenital heart disease (CCHD) and describe issues of parental concern, caregiving competencies, and type and timing of PHM™ topics. MethodsGuided participation theory underpinned intervention development and a mixed methods pilot of a novel, nurse-guided mHealth intervention. Parents were enrolled from the third trimester of pregnancy–12 weeks postnatally. Online surveys, session transcripts, and app use were descriptively analyzed. ResultsThe sample included 19 mothers/birthing persons and 15 caregiving partners randomized to the intervention group. In 49 sessions, mental health/wellbeing (94%) and condition-specific information (86%) were top issues. Many caregiving competencies were developed, with mothers/birthing persons often focused on feeding (86%). Regulating emotions and co-parenting consistently needed support. PHM™ topics of preparing for hospitalization (47%) and handling uncertainty (45%) were most discussed. Two cases further characterize findings. ConclusionNurse-parent collaborative understanding of issues emphasized the need for mental health assessments. Prenatal intervention opportunities were underscored through discussions of caregiving issues and PHM™ topics. InnovationPHM™ represents an innovative approach that holds promise for supporting parents' mental health and caregiving needs outside the healthcare setting.

Urgent APIP in the Implementation of Bureaucracy Innovation to Establish quality of Maintenance Free of Corruption, Collusion, and Nepotism

In order to realize bureaucratic innovation, APIP has the role of internal supervision to encourage the creation of a government system with high integrity. The formulation of the problem in this research is (1) what is the role of APIP in carrying out more accountable supervision to Realize the Quality of Good, Clean, Corruption, Collusion, and Nepotism. (2) what are the Inhibiting Factors of APIP in Conducting Supervision to Ensure that Bureaucratic Reforms Can Be Realized and avoid the abuse of authority, the practice of KKN. The method used in this research is qualitative descriptive. The results of this research are: The role of APIP as stated in the Regulation of the Minister of Empowerment of State Apparatus and Bureaucratic Reform is strengthened again by Government Regulation Number 60 of 2008 regarding the Internal Control System of Government Agencies (SPIP) article 48 which states that the Government's Internal Supervision Apparatus conducts internal supervision through, audit, review, evaluation, monitoring and other surveillance activities. In the realization of its implementation, the supervision function performed by APIP until now is carried out through the role of inspection (watchdog), the role of consultant (consultant) and the role of catalyst and management assistance (catalyst). Systemic Challenges in the Quantity and Quality of Human Resources, Budgets, and Institutions and Authority, Issues of Independence, Competence, and Integrity of Human Resources APIP That All This Time Is Still Considered "Far from the Fire". An indication of the weakness of said independence can be seen from the position of APIP's human resources which structurally is still under the control of the leaders of government agencies. Therefore, such conditions do not allow APIP's human resources to carry out supervision professionally and objectively. From the commitment of budget allocation, legally, there is no legal basis for government agencies to allocate the budget in a certain amount or percentage in the framework to support the implementation of the supervision function carried out by the inspectorate.

Effect of competence and compensation on work motivation: Moderation of performance appraisal

Effective public services hinge on adept human resource management in government, yet challenges persist. Chief among them is the lack of employee motivation and competence, impacting service quality. Bolstering work motivation and competence is crucial, alongside fair compensation and unbiased performance evaluations. Recognizing and harnessing employee motivation is key for optimal public service. This study delves into how performance appraisal moderates the effects of competence and compensation on work motivation in ASN employees of Balai Besar Pelaksanaan Jalan Nasional Jawa Timur – Bali in Bali Province. Employing a quantitative approach, the research explores the interplay between competence, compensation, performance appraisal, and work motivation. Targeting ASN employees within the specified unit, the study employs saturated sampling, yielding 92 respondents. Data collected through questionnaires undergoes Moderated Regression Analysis (MRA) using IBM SPSS Statistics 25, following classical assumption tests. Findings reveal the positive impact of competence on work motivation; enhancing competencies heightens motivation. Similarly, higher compensation positively influences work motivation. Surprisingly, performance appraisal does not moderate the effects of competence or compensation on work motivation. Competence, compensation, and performance appraisal collectively shape individual work motivation within the organization. In conclusion, enhancing public service quality requires addressing employee motivation and competence issues. The study underscores competence and compensation as vital drivers of work motivation, while indicating a limited role for performance appraisal moderation. Elevating these aspects can substantially enhance public service efficiency and efficacy, benefiting both government bodies and the communities they serve.

15 Impact of Mentoring of Underrepresented Minorities in Undergraduate Medical Education: A Systematic Review

Abstract Aim The aim of this review is to evaluate the impact of structured mentoring programs on underrepresented minorities in undergraduate medical education. Method A comprehensive search strategy was performed of electronic databases including PubMed, Ovid Medline, and EMBASE between January- September 2022 in accordance with PRISMA guidelines. Both qualitative and quantitative outcomes including characteristics of the mentoring structure explored within each study were collected, and differences in study outcomes analysed. Results In total 17 studies were included for analysis. Mentoring within underrepresented minorities resulted in an increase in research opportunities, exam performance, medical specialty applications and residency matching. Structured feedback yielded positive experiences by both mentors and mentees participating in programs, with both emotional and cultural competence issues explored across studies included for analysis. Conclusions Mentoring for medical students underrepresented in medicine across mentoring relationships including peer, senior, formal, and informal structures yield positive outcomes within research, academic modules, and career pathways. Future applications of mentoring programs should consider the use of tandem mentoring from both senior and peer mentors to optimise benefits URM students derive from each mentoring relationship.

Refining Multilevel Barrier and Facilitator Measures for HIV Testing and PrEP Among Latino Sexual Minority Men.

The purpose of this study is to refine and establish measures of multilevel barriers and facilitators to HIV testing and PrEP for Latino sexual minority men (LSMM). Cross-sectional measure validation. Participants from Miami, FL. 290 LSMM from the DÍMELO study. Based on prior qualitative work, we developed two measures that evaluated multiple determinants (i.e., barriers and facilitators) to (1) HIV testing and (2) PrEP use. All measures included in this analysis assessed a set of theoretically distinct barriers and facilitators. We performed 11 exploratory factor analyses (EFA) to assess the dimensionality of theoretical groupings of items informed by prior qualitative work, including: knowledge, perceived need and benefit, mistrust and concerns, stigma and normalization, cultural competence, navigation support, provider demeanor, clinic and medical system issues, privacy concerns, cost, and language and immigration barriers. Based on EFA results, we conducted two confirmatory factor analyses (CFA), one for each measure. Within each measure, the 11 EFAs extracted 10 barrier factors and 7 facilitator factors. The CFAs for HIV testing and PrEP measures were consistent, such that all models retained the structures identified in the EFAs. Findings support the use of these measures with LSMM. These measures can inform multilevel implementation strategies for health promotion professionals to scale up and disseminate HIV prevention services to LSMM.

SCIENTIFIC-THEORETICAL ESSENCE OF COMMUNICATIVE COMPETENCES OF FUTURE NURSES

Тhe formation of a nurse's communicative competence contributes to her effective professional activity. Lack of communication skills leads to rapid burnout of the medical worker. We often observe that mental, emotional and physical stress leads to the fact that nurses quickly leave the profession.
 The duties of a nurse include not only cooperation with the patients and colleagues but also communication and training of the patients' relatives in the elements of care. In addition, a nurse should be able to convince, prove, argue, avoiding direct conflicts but in case of their occurrence she should be able to solve them positivle. Therefore, it is necessary to pay considerable attention to the formation of communicative competence of future nurses during their studies at professional colleges.
 The competence approach is characterized in the article. The content of the consepts of "competence" and "competency" is analysed in it and also the issue of communicative competence and its place in the training of specialists during professional training is considered. The importance of forming communicative competence of future nurses is emphasized. The role of verbal and non-verbal communication and their means as types of professional communication are also defined in the article. In addition, the stages of the nursing process are considered and the need to use communication skills at each stage of the nursing process is shown.

It’s “not black and white”: Students’ perceptions of “altruism” content in preclinical medical education

Objective This study investigated how students as stakeholders viewed behavioral and social science (BSS) content in a preclinical longitudinal course entitled “Medicine, Body, and Society” (MBS) at UT Health San Antonio Long School of Medicine (LSOM). We present students’ perceptions of successes and challenges tied to “altruism” and other non-biomedical objectives outlined by this institution. Methods We conducted a qualitative thematic analysis of MBS course evaluation data. Two researchers independently performed initial coding followed by interrater reliability checks to revise codes and a final MAXQDA lexical search to refine three themes. Results Three major themes emerged: (1) Students shared pedagogical preferences strongly favoring stories. (2) Students detected deficits in the module content tied to identities. (3) Students labelled BSS content as “soft,” “subjective,” and “siloed” which confounded its role in the course. Conclusions Advancing altruism aligned with BSS content in preclinical medical education remains a challenge. A closer review of student evaluations framed as learner-centeredness is key to a greater understanding and resolution of competency issues in preclinical curriculum and its impact on mastery in subsequent clinical education and practice.

Senior nursing student’s confidence in learnt competencies and perceptions of patient safety competency: a multisite cross-sectional study

ObjectiveNursing students’ attainment of patient safety (PS) competency has always been a global concern among health and educational organisations. Therefore, this study was conducted to determine senior nursing students’ confidence...

Components of professional competence and innovative professional activity of an hei teacher

The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as description, analysis and synthesis, comparison, and generalization became the methodological basis of the research. They were applied to determine the main aspects of the work and were used to formulate and implement the tasks of the article. At the same time, according to the conducted research, competence is a set of qualities that are characteristic of a teacher and help him to carry out his work. In particular, it is determined that the competencies of a teacher of a higher education institution are Motivational; Activity; Cognitive; Emotional; Volitional, Their combination allows the teacher to carry out his activities effectively and with benefit for pupils. At the same time, it was established that competence is special and general. It was determined that the steps of professional competence formation are the following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity; Stage 4 - genuine creativity. Each stage involves the teacher's use of the knowledge acquired at the previous stage and their correct application. Therefore, it was established that the formation of professional competence is a long-term process that requires considerable knowledge and effort. The teacher must have experience of behavior in various situations and know the psychology of students in order to make timely decisions. At the same time, it was established that it is important to have a harmonious combination of different qualities, which allows you to correctly assess the situation and present yourself as a professional and at the same time as a person who can teach moral qualities to others.

Digital competence formation of the citizen for the creation in the digital world using programming

This article presents the issue of digital competence for the population as a whole with a view to benefiting people, companies and the country. The European Community's DigComp proposal is described, which establishes a set of necessary skills to be acquired by the population. Among these skills is the ability to develop programs using some programming language. The situation in Brazil in terms of digital competence in this regard is analyzed for the population as a whole and in the case of young people aged 9 to 17, based on surveys by CETIC.br. MEC's recommendations are then presented to train elementary, middle and higher level students in programming language and strategies and difficulties to teach/learn a programming language are discussed. A qualitative research presents a sample of the population that experienced the learning of a programming language for the first time, pointing out the difficulties and alternatives used in terms of support. From this research and from previous studies, a range of strategies and resources to support digital training can be derived.

SOCIAL EMOTIONAL COMPETENCE AND PROFESSIONAL ETHICS: PROFESSIONAL CHALLENGES OF THE POLICE OFFICER IN A MULTICULTURAL SOCIETY

In every profession, where basic activities are carried out in direct interaction with people, often solving diverse problem situations and providing assistance to victims, cooperating with representatives of different cultures, not only professional knowledge and skills are important, but also interpersonal cooperation and emotional skills. The aforementioned raises the issue of socio-emotional competence, which directly interacts with the professional ethics of a police officer, so that it is possible to effectively perform official duties and overcome personal and professional challenges, including in the context of a multicultural society. The purpose of the article is to describe important aspects of the interaction between the socio-emotional competence and professional ethics of a police officer, providing proposals for their promotion in professional everyday life, which would allow the police officer to overcome personal and professional challenges while performing official duties in a multicultural society. The research uses the analysis of documents and scientific literature, methods of interpretation of legal norms (historical method; teleological method; grammatical method; systemic method), analyzing regulatory acts, as well as induction and deduction methods, drawing conclusions and making proposals for the improvement of regulatory acts and police service practice.

ASSESSMENT OF PEDAGOGICAL COMPETENCE OF ACADEMIC STAFF: CASE STUDY

The current European guidelines and national priorities for the development of Latvia – to strengthen the teaching, learning and research capacity of higher education institutions and to develop the corresponding skills and competence of academic staff, promoting the excellence of science and higher education. The article will review the issue of pedagogical competence of academic staff (PCAS) in higher education institutions focusing on the primary tenants of its formation and development, offering the definition of PCAS, emphasizing non-teacher trained academic staff (without pedagogical background). As well as contribute to the discussion of PCAS among the experts and professionals of non-pedagogical field, formulating the core elements for the assessment of PCAS in three perspectives: of educators, of students, of higher education institution. The aim of this article is to determine the list of core elements for the assessment of PCAS, analyzing the proposals of 60 experts from Riga Technical University and defining the perspectives of PCAS assessment. This study will help higher education institutions to rethink their strategies for the assessment of academic staff and further perspectives of their development planning.

The Implementation of Augmented Reality for Language Teaching and Learning: A Research Synthesis

As technology dynamically progresses with new inventions, Augmented Reality (AR) technology emerges as one of the prominent inventions of the current technology development. This technology works by producing additional data including texts, animations, images, audio, and even haptic feedback embedded in the real world without manipulating the existing real environment. This study attempts to highlight the potential of AR technology as an educational tool, specifically for language teaching and learning. Using particular criteria of inclusion and exclusion, this study collected and reviewed a total of 22 articles from 21 journals and one proceeding. The findings revealed the research purposes, methods and instruments, language focus, participants, and the types of AR Applications. Subsequently, regarding the affordances of this technology, this study revealed that AR technology could contribute to the development of language performance and learning achievement, increase learning satisfaction, and reduce learning anxiety. This technology facilitated situated, personalized, and collaborative learning settings. Barriers to the application of this technology were identified including technical limitations, inequal technological competence, and health and social issues. Based on these findings, several implications were formulated.

A Study to Correlate Stress Score with Heart Rate Variability among MBBS Students at a Tertiary Care Center, Jaipur

Introduction: Medical students have high levels of stress that could be due to stressors related to the academic workload, time pressure competency, professionalism, physical, mental, and emotional issues. This study aimed to find out subjective assessment of stress, stressors, and coping strategies and objective assessment of stress with heart rate variability (HRV) and correlate subjective and objective assessment of stress scores among 1st year MBBS students at RUHS College of Medical Sciences. Materials and Methods: Institutional ethical clearance (EC-P-21/RUHS) was obtained after that study was conducted among a total of 150 1st year MBBS students. The students were asked to fill out a validated general health questionnaire (GHQ-12), “medical student stress questionnaire 40,” and a brief COPE inventory to assess stress, stressors, and various coping strategies for subjective assessment and objective assessment done by time and frequency domain parameters of HRV. Results: The mean age was 20.85 ± 1.56. The severity of stress categorized as mild, moderate, high, and severe were 17%, 40%, 13%, and 10%, respectively. The most affected stressor was academic contributed to 80% followed by teaching–learning related, social, intra- and interpersonal, group activities, drive, and desire-related stressors 78%, 75%, 73%, 70%, and 68%, respectively. Overall, the students’ coping strategies were mostly avoidant followed by emotional and problem based. HRV is measured by time domain, i.e., PNN50, standard deviation of normal to normal RR intervals, root mean square of successive differences, and “frequency domain parameters,” i.e., low frequency (LF), high-frequency (HF), and LF/HF ratio. Conclusion: In the present study, a positive correlation was observed between HRV and stress score. More than 75% of RUHSCMS 1st year medical students were suffering from measurable academic stress. Time domain and frequency domain parameters were positively correlated with stress score.

Niekompetentni kompetentni: o kompetencjach diagnostycznych nauczycieli edukacji wczesnoszkolnej/przedszkolnej

The article outlines research conducted as part of a doctoral thesis and addresses the issue of insufficient diagnostic competencies among elementary education teachers. Based on the feedback from teachers who verbalized difficulties related to the diagnostic process during self-assessment, reflection was undertaken on diagnostic skills and directions for changing the current reality. The research was divided into three parts: two stages of quantitative research and a stage of qualitative research. The participants in the study were preschool and school teachers working in the Kuyavian-Pomeranian Voivodeship.

Development of Human Resources in the Region: Cognitive Modeling

The study substantiates the importance of studying the problem of human resource development in the context of the digital transformation of the economy at the regional level. The conducted scientometric analysis made it possible to identify key thematic clusters of research on this issue and show that the digital context is combined with issues of human health, competencies, government intervention, and management issues. With this in mind, the factors affecting human resource development in the region are determined based on the use of quantitative and qualitative analysis methods. This made it possible to build a cognitive map reflecting the relationship of human resources as a concept with other components of the socio-economic system at the meso-level. The analysis of the cognitive map allowed us to conclude that the system is unstable to disturbances in combination with its structural stability. Based on the study of the mutual influence of the peaks and the development of an experiment plan, cognitive modeling of the development of human resources in the region was implemented. The study presents two scenarios of the development of events, which show that the presented cognitive model can be used to develop strategies for the development of human resources as it allows us to identify the most significant factors for determining effective regulatory influences.

BELIEVE IN YOUR INFINITE POTENTIAL: A QUANTITATIVE ANALYSIS FOR GROUP INTERVENTION

Self-esteem is an important aspect of an individual’s personality and contribute in achieving one’s goal. Poor self-esteem has devastating effect and impairs over all mental wellbeing. OBJECTIVES: To see the effectiveness of the Mruk’s Self-esteem model in college students. The study engrossed insight in participants about selfesteem quandary and make them learn systematic approaches to thrive the issues of worthiness and competence. METHODS: Present study employs quasi-experiment design using ABA research design and employed Mruk’s self-esteem improvement intervention is 5-week standardized group therapy program. In this regard, 11 boys age ranged of 20 to 22 years were approached and participant’s Self-esteem was assessed in group setting by using Multidimensional Self- Esteem Inventory MSEI (O’Brien & Epstein, 1988). Whereas 9 participants completed the course of intervention. In the course of intervention participants share their experiences in connection to self-esteem and maintain a journal for enhancing self-esteem. After 5 weeks, participants’ self-esteem was reassessed. RESULTS: Significant difference in mean scores of MSEI and its subscales in pre and post intervention. CONCLUSION: Mruk’s group intervention is an effective therapy for self-esteem enhancement for male college students.

IMPLEMENTATION OF THE PRINCIPLES OF CRIMINAL JUSTICE IN THE ACTIVITIES OF A SPECIALIST AND A FORENSIC EXPERT: PROBLEMS AND PROSPECTS. Part 2.

The presented work continues to consider the issue of compliance with the constitutional principles of justice, in the activities of a forensic expert and specialist, which are enshrined in criminal procedure legislation and other legal acts. The first part of this work was devoted to the legal analysis of the activities of a specialist in criminal proceedings. It indicated that according to the criminal procedure legislation, two types of them can be distinguished: - specialist; - employee of an authorized unit of a law enforcement or special state body of the Republic of Kazakhstan. The reasoned conclusion is made that the presence of specialists in departmental subordination contradicts the principles of justice enshrined in the Constitution of the Republic of Kazakhstan, and also violates the principles of criminal procedure established in the CPC of the Republic of Kazakhstan. The proposed continuation of the conducted research is devoted to the disclosure of the legal content of the forensic expert in accordance with the current legislation. A retrospective analysis of the formation and development of forensic expert activity as part of one state body is made in order to strengthen the true independence of forensic experts from the departmental influence of criminal prosecution bodies. The issues of professional competence of forensic experts are revealed through the prism of their formation and training. The main content of forensic expert research is the system of methods used in the study of objects of forensic examination, which is given due attention in this publication. Speaking about the positive aspects of forensic experts, the shortcomings that, according to the author, do not contribute to strengthening the principles of justice in criminal proceedings were not ignored. Based on the results of the conducted research, reasoned proposals are made aimed at improving the activities of a specialist and a forensic expert. Therefore, this work has been prepared in the context of the direction in which "it is important to continue taking measures aimed at modernizing forensic expertise".

THE FEATURES OF DEVELOPING RHETORICAL COMPETENCE IN FUTURE TEACHERS

The article explores the theoretical foundations of developing rhetorical competence in future educators during their professional training. The purpose of the article is to substantiate the theoretical foundations for the development of rhetorical competence among future educators in the context of professional training, using a competency-based approach. The research on the issue of rhetorical competence among future educators was conducted using theoretical research methods, including comparative analysis of scientific publications, psychological-pedagogical and methodological literature, and the experience of pedagogical and scientific-educational staff in higher education institutions to determine the current state and prospects of the researched problem. Structural analysis, systematization, and classification were employed to organize and categorize the theoretical materials related to the research problem. It is established that the issue of forming rhetorical competence in future educators is the focus of comprehensive research on the professional training of future teachers, carried out based on a competency-based approach. The views of scholars on the essence of developing rhetorical competence in future educators are examined. It is determined that "rhetorical competence" of future educators is an important component of their education in higher education institutions and involves the ability to effectively shape a communicative strategy, formulate thoughts logically and comprehensibly, communicate proficiently, and skillfully employ rhetorical techniques to develop an individual speaking style.