FORMATION OF PERSONAL AND SOCIAL COMPETENCIES OF HIGHER EDUCATION STUDENTS THROUGH INCLUSIVE LITERATURE

Abstract

Introduction. Fiction, in its best examples, serves as a source of key competencies necessary for acquiring life experience, mastering a profession, and developing personal self-awareness. The study of scientific sources on thetopic of inclusion provides grounds to state that the boundaries of the competency-based approach in education havesignificantly expanded. At the same time, scholars have only partially addressed the issue of forming personal and social competencies of higher education students through inclusive literature.The aim of the article. The aim of this article is to outline the prospects for implementing the competency-basedapproach in higher education through selected examples of inclusive literature. The author proposes that certain aspectsof the raised issue can be addressed by appropriately selecting textual material and developing methodological supportfor its reading. The scientific novelty. For the first time in Ukrainian educational discourse, methodological guidelines are presented for the implementation of a competency-based approach using contemporary inclusive literary works that highlight themes of human rights, tolerance, empathy, self-awareness, and social responsibility. Preference is given to such teaching methods as cooperative learning, improvisational role-playing games, the use of psychodrama techniques, creating situations of interest, heuristic methods, modelling life or professional situations, creating comics based on literary plots, and others. The article explores ways to optimize the cognitive engagement of students with special educational needs in various communicative contexts.Conclusions. It has been established that the use of inclusive literature in the educational process of higher educationinstitutions creates conditions for implementing a competency-based approach that meets the current challenges ofmodern education. Today, all prerequisites exist for the development of didactic and methodological materials based on inclusive literature aimed at fostering the language and literature competency of students with special educational needs, which constitutes a promising area of further research.