Acmeological Factors In The Formation Of Students’ Conflictological Competence

Abstract

This thesis examines the acmeological factors that contribute to the formation of students’ conflictological competence in higher education. Conflictological competence is interpreted as an integrated personal-professional quality combining knowledge of conflict, analytical thinking, emotional self-regulation, constructive communication, responsible decision-making, and reflection. The study uses theoretical analysis, comparison, synthesis, and pedagogical modeling. The results show that professional motivation, self-knowledge, reflexivity, self-regulation, goal-setting, experience-based learning, and systematic feedback are key acmeological factors. Their integration transforms conflict-management preparation from the acquisition of isolated techniques into a process of conscious personal and professional development. The acmeological approach also enables students to use conflict situations as resources for self-correction and professional maturity.