Student-Centered Learning as a Pedagogical Paradigm for Developing Professional Foreign Language Competence of Maritime Specialists

Abstract

Abstract. The article provides a theoretical substantiation of student-centered learning as a pedagogical paradigm for developing professional foreign language competence of future maritime specialists, taking into account the current demands of globalization in the maritime industry and the standards of the International Maritime Organization (IMO) and the STCW Convention. The study analyzes contemporary trends in teaching English for Specific Purposes and Maritime English, which reflect a shift from traditional knowledge-based models to competence-based, contextualized, and student-centered approaches. The aim of the article is to theoretically justify the essence of student-centered learning as a pedagogical paradigm and to determine its didactic conditions and principles for implementation in the process of developing professional foreign language competence of maritime specialists. The research methods include analysis and synthesis of scientific sources, comparative analysis of international and national studies, generalization of pedagogical experience, and structural-logical modeling of the didactic system. Results. It has been established that student-centered learning enhances the effectiveness of foreign language training by focusing on learners’ needs, their active participation, and the professional orientation of the learning process. The author’s definition of student-centered learning as a holistic, adaptive, and professionally oriented pedagogical paradigm is substantiated. The didactic conditions for its implementation are systematized, including needs analysis, task- and situation-based learning, integration of digital and blended formats, individualization of learning, formative assessment, intercultural component, and professional relevance of content. A logical model for implementing the student-centered approach in Maritime English teaching is proposed, reflecting a sequence of stages from needs analysis to the development of integrated professional competence. Conclusions. It is proven that the effectiveness of developing professional foreign language competence of future maritime specialists is ensured through the systematic implementation of student-centered learning, integration of authentic professional tasks, digital technologies, and the development of teachers’ pedagogical competence. The proposed approach contributes to the formation of an autonomous, adaptive, and professionally competent individual capable of effective foreign language interaction in the international maritime environment.