Competency-based approach in the professional training of makeup artists and hair stylists

Abstract

The studyʼs relevance stems from the dynamic development of the beauty industry, the growing demand for the quality and safety of professional services, and the need to train specialists able to act effectively in a changing labour market. It has been established that traditional models of professional training for makeup artists and hair stylists do not fully meet modern professional challenges, as they are primarily focused on reproducing technical skills and do not adequately support the development of integrated professional competencies. The purpose of the article is to clarify and scientifically substantiate the content and pedagogical mechanisms for implementing a competency-based approach in the professional training of makeup artists and hair stylists, taking into account current requirements of the beauty industry and labour market needs. The research methods include a theoretical analysis of scientific sources and educational programs in the field of vocational education, a logical-structural generalisation of approaches to the formation of professional competencies, a comparative analysis of organisational models of the educational process, and a systematisation of pedagogical conditions for the implementation of competency-based training. The results of the studyconsist of determining the structure of professional competence of make-up artists and hair stylists, which includes professional-technological, artistic-aesthetic, communicative, organisational-professional and reflective-adaptive components. Pedagogical and organisational factors that ensure the effectiveness of their formation have been established, in particular, the integration of practice-oriented tasks, a modular learning logic, procedural assessment, and the approximation of the educational environment to the real conditions of professional activity. The main scientific and practical problems in implementing the competency approach have been identified: the formalisation of learning outcomes, the obsolescence of educational program content, and the insufficient pedagogical readiness of teachers. The conclusions indicate that the competency approach is a methodologically sound basis for modernising the professional training of make-up artists and hair stylists, as it ensures the formation of holistic professional readiness, adaptability, and competitiveness among specialists. Prospects for further research include empirical testing of the effectiveness of competency-based educational models, the development of indicators to assess the level of development of professional competencies, and the use of digital technologies to support individual educational trajectories in the beauty education system.