PEDAGOGICAL CONDITIONS FOR THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS IN TOURISM AND RECREATION THROUGH LOCAL HISTORY TRIPS

Abstract

Summary. The article addresses the development of communicative competence among future professionals in tourism and recreation within a rapidly evolving industry that heightens demands for high-quality professional interaction and a positive destination image. It analyses contemporary approaches to conceptualising communicative competence and practices for its development in higher education, particularly through the organisation of place-based field trips as an integrative educational format. The purpose is to substantiate and systematise the pedagogical conditions for fostering this competence by means of place-based field trips. The methodology combines complementary methods (analysis, synthesis, comparison, generalization, systematization, modelling), enabling clarification of the concept of communicative competence, identification of its cognitive, operational–practical, axiological, and personal–reflective components, and the specification of effective didactic mechanisms for their formation. The study establishes that place-based field trips function as an educational space where authentic communication, practice-oriented tasks, and intercultural dialogue are integrated, ensuring consistent development of communicative skills. A set of pedagogical conditions is identified and justified: content-related (destination-based contextualization; integration of language and professional training), organisational–methodological (role distribution, interaction scenarios, public formats, debriefing), technological (LMS, collaborative editors, mapping services, e-portfolio), and communicative (ethical protocols, intercultural dialogue, engagement with destination stakeholders). A structural model and an algorithm for competence formation are developed within the preparation–action–reflection cycle, aligned with performance indicators and evidence artefacts. The novelty lies in designing a coherent trajectory for the development of communicative competence that integrates knowledge, practical skills, value orientations, and reflective practices in a professional context. The article concludes that the systematic implementation of place-based field trips enhances the quality of service communication, increases the persuasiveness of tourism product presentation, and contributes to a positive destination image. It is recommended that higher education institutions integrate this approach into curricula as an effective tool for developing communicative competence and graduates’ competitiveness.