Benchmarks for developing future socionomic professionals’ pedagogical reflection via foreign language training

Abstract

In today’s globalized society, the demand for professionals equipped with both specialized knowledge and comprehensive intercultural communication skills is at an all-time high. This is particularly true in the field of socionomics, where understanding social and economic dynamics across cultures is crucial. The integration of foreign language training into the development of pedagogical reflection presents a novel approach to preparing future socionomic professionals for the challenges of a multicultural world. Despite the clear need for enhanced intercultural competence among future professionals, current educational models often compartmentalize language learning and professional training, overlooking the potential synergies between linguistic skills and pedagogical reflection. This gap limits students' ability to effectively apply theoretical knowledge in diverse cultural contexts and hinders their development as globally competent professionals. The study proposes a set of benchmarks aimed at integrating foreign language training with the development of pedagogical reflection in socionomic education. The essential components encapsulated within these benchmarks are: intercultural competence, advanced cognitive and metacognitive abilities, reflective practice in foreign language training, language proficiency as a tool for pedagogical innovation, professional development and lifelong learning. The integration of foreign language training with pedagogical reflection not only enhances the linguistic and cultural competence of future socionomic professionals but also fosters a deeper, more nuanced understanding of their field. By adopting this comprehensive approach, educational institutions can better prepare students for the complexities of working in a globalized socio-economic landscape, ultimately contributing to more effective and empathetic professional practices.