Formation of Listening Skills at Engineering Students of Technical Higher Education Institutions

The relevance of this study is driven by the increasing demand for future engineers equipped with effective English listening skills, capable of participating in intercultural communication and professional collaboration in a globalized environment. Listening is recognized as a core component of communicative competence for engineers.The purpose of the research is to identify and justify methodological approaches to the development of English listening proficiency among engineering students in technical higher education institutions and to evaluate their pedagogical effectiveness. A comprehensive methodological framework was applied, including theoretical analysis of scholarly sources, systematization of didactic strategies, and synthesis of instructional practices. Comparative analysis of teaching models was also conducted. The study hypothesizes that the integration of active, incidental, direct, and eclectic teaching methods can enhance the listening competence of engineering students. Influential motivational, cognitive, and sociocultural factors were characterized. The research methods included curriculum analysis, observation of instructional activities, implementation of authentic materials, and evaluation of digital tools. Barriers to understanding were identified; motivational factors were assessed; the effectiveness of multimedia learning was evaluated. The findings systematize current approaches to English listening instruction and offer pedagogical recommendations for the development of students’ professional listening competence. Educational technologies were summarized to align with students’ technical profiles. The theoretical significance lies in the conceptual basis provided for updating professional language instruction in engineering education. The practical significance is seen in the adaptation of proposed methodologies to specific learner needs. The originality of this study lies in a synthesized model for profession-oriented listening instruction using blended methodologies. Conclusions highlight the interdisciplinary relevance of listening competence. Future research will include testing this model in experimental settings. A limitation of the study is the variability of language proficiency levels among students. Article type - theoretical.