Philosophical and Cultural Aspects of Foreign Language Professional Communication as a Component of Professional Competence Formation in Higher Education

The article examines foreign language professional communication as a component of professional competence formation in higher education from philosophical and cultural perspectives. The problem is approached through the idea that professional communication is not merely the transmission of specialized information by linguistic means, but a form of dialogical, interpretive and value-laden human action. The philosophical framework of the study combines dialogism, philosophical hermeneutics, communicative rationality and the ethics of recognition, while the cultural framework draws on contemporary theories of intercultural communicative competence, mediation, cultural reflexivity and professional discourse. The methods include theoretical analysis, conceptual comparison, interpretive synthesis and pedagogical generalisation. Particular attention is paid to the relationship between language, professional identity, values, cultural meaning and responsibility in communicative action. The article argues that a specialist’s ability to communicate in a foreign language should include not only linguistic, discourse and strategic resources, but also hermeneutic openness, dialogical responsiveness, critical cultural awareness, ethical judgement and the capacity to mediate between different systems of meaning. On this basis, a multidimensional model of foreign language professional communication is proposed that integrates linguistic-discursive, dialogical-hermeneutic, cultural-reflexive, axiological-ethical, professional-identitarian and mediational-strategic dimensions. Pedagogical implications are formulated for curriculum design, intercultural case work, reflective tasks, professional simulations, virtual exchange, digital communication and assessment. The results support a broader understanding of professional competence in which foreign language communication becomes a space for professional self-positioning, responsible interpretation and participation in culturally diverse communities of practice rather than a narrowly instrumental language skill.