Ukrainian for professional purposes: a didactic model for developing the terminological culture of future specialists

Abstract

The formation of terminological culture in future specialists is becoming increasingly important, as the ability to operate professional concepts directly determines the quality of professional communication and the specialist’s capacity to act effectively in conditions of rapid knowledge transformation. The objective of the article is to provide a theoretical justification and design of a didactic system for developing the terminological culture of future professionals, which includes identifying its structural components, didactic conditions, and mechanisms for organizing this process. The relevance of the study is driven by the need to train competitive specialists capable of precise, normatively correct, and professionally appropriate use of terminology. The research methods include the analysis of scientific sources in linguodidactics, theories of professional communication, and educational modelling; systemic and structural-functional approaches; comparative and generalization methods; as well as pedagogical modelling. The integrated application of these methods made it possible to determine the essential characteristics of terminological culture, outline the conditions for its formation, and substantiate the construction of a structural-logical model. The results of the study specify the concept of “terminological culture” and identify its key components, namely cognitive, communicative, normative, and professional-activity components. A system of didactic conditions ensuring its effective development is substantiated, with particular emphasis on professional orientation of the content, the integration of practice-oriented tasks, and the use of interactive methods and digital resources. A didactic model is developed that reflects the logic and mechanisms of forming terminological culture through the interaction of motivational-target, content, operational-activity, control-evaluation, and resultative blocks. The conclusions confirm that the formation of terminological culture is a systemic process integrating linguistic, cognitive, and professional preparation of learners. The proposed model can serve as a methodological basis for improving the content and organization of language training for future professionals and as a guideline for designing modern educational programmes. Prospects for further research involve empirical validation of the model’s effectiveness, its adaptation to various specialities, and the expansion of digital learning environments for developing terminological competence.