Pedagogical Conditions for the Formation of Communicative Competence of Students of Higher Education

This article explains the concept of “communicative self-efficacy of university students,” emphasizing its pedagogical significance in fostering effective communication skills. The development and testing of an assessment diagnostic toolkit, incorporating criteria, indicators, and levels of communicative self-efficacy, are discussed. Pedagogical interventions for enhancing communicative self-efficacy are designed, implemented, and empirically evaluated. Communicative self-efficacy is posited as a meta-quality of personality, reflecting mastery of communication strategies, confidence in their implementation, and achievement of constructive outcomes. The process of forming communicative self-efficacy unfolds through distinct phases: “orientation,” facilitating students’ understanding of their communicative characteristics and competence; “enrichment,” consolidating confidence in diverse communicative contexts; and “activation,” fostering independent and flexible communicative behaviors through active participation in communication-oriented practices. This research underscores the importance of nurturing communicative self-efficacy among university students for effective interpersonal interactions across various situations.