Modern pedagogical approaches to the formation of social competence of students in art specialties

Abstract

Object. The article aims to theoretically substantiate contemporary pedagogical approaches to the formation of social competence in students of artistic specialties within the system of higher pedagogical education. The research focuses on clarifying the content and structural components of social competence in relation to the specific nature of artistic and musical training, as well as on identifying the educational potential of the music-educational environment as a space for social interaction, communication, and personal development. The objectives include analyzing modern scientific interpretations of social competence, defining its significance for future art educators, and outlining practical guidelines for its purposeful development in professional training.
Methods & methodology. The study is based on theoretical research methods, including analysis, synthesis, comparison, and generalization of pedagogical, psychological, and art-education sources. Conceptual analysis was applied to clarify the content of social competence in the context of artistic education, while logical-structural modeling was used to substantiate pedagogical orientations for its formation. Special research methods were not employed, as the study is theoretical in nature.
The scientific novelty of the study lies in clarifying the conceptual understanding of social competence among students of artistic specialties and in substantiating the role of the music-educational environment as a factor in its formation during the process of professional training.
Results. The research clarifies social competence as an integrative personal and professional quality that combines value orientations, social knowledge, communicative skills, and readiness for responsible social interaction. It is demonstrated that, in artistic education, social competence is formed through the interconnection of learning, creative, and communicative activities. The music-educational environment is substantiated as a holistic socio-cultural space that facilitates the development of students’ social experience through collective musical performance, creative projects, dialogue, reflection, and subject-to-subject interaction. Practical orientations for using the potential of artistic education to foster social competence are identified, including collective creative activity, reflective pedagogical practices, expansion of social and cultural contexts, and support of students’ initiative and autonomy.
Conclusions. The study confirms that artistic education possesses significant pedagogical potential for the purposeful formation of social competence in future specialists. Social competence should be regarded not as a by-product of socialization, but as a targeted educational outcome that requires specially organized pedagogical conditions. The results provide a theoretical basis for improving professional training programs in artistic specialties and may be applied in the design of music-educational environments oriented toward social and personal development.