Strategies for effective negotiation and conflict management in the educational process for non-philological students

Abstract

This study focuses on the theoretical substantiation and practical validation of a comprehensive methodology for developing negotiation and conflict-management competencies among non-philological students (biotechnologists and engineers) within English for Specific Purposes (ESP). The relevance of this research is dictated by the urgent need to prepare specialists capable of functioning effectively in the modern globalized labor market. The purpose is to bridge the gap between theoretical linguistic knowledge and practical communication skills required for professional negotiation and conflict resolution in a foreign language. The methodology is based on a multidisciplinary approach integrating cognitive psychology, the Harvard negotiation model, and modern linguistic pedagogy. The theoretical framework includes the Thomas-Kilmann Conflict Mode Instrument for analyzing behavioral strategies in conflict situations. The empirical study involved implementing a four-stage cycle of negotiation simulations (briefing, strategy development, interaction, debriefing) within the "Practical Course of a Foreign Language" at Igor Sikorsky Kyiv Polytechnic Institute. Digital tools such as Slido and Padlet were incorporated to support reflection and strategic visualization. The results demonstrate that integrating psychological models into ESP instruction helps identify and mitigate cognitive biases and significantly increases student motivation. Notably, 85% of participants showed higher engagement when tasks were framed as professional conflict scenarios. A system of six key negotiation competencies was developed, including rapport-building, active listening, and strategic decision-making. The findings confirm that combining negotiation frameworks, psychological strategies, and digital tools enhances communicative effectiveness, reduces language anxiety, and fosters professional self-efficacy. The proposed approach transforms foreign language learning into a strategic tool for conflict resolution and professional interaction, ensuring effective preparation of students for the international professional environment.