Proceedings of the International scientific and practical conference ―Cambridge Science and Education Conference‖ (May 15-17, 2026) / Publisher website: www.naukainfo.com. - Cambridge, United Kingdom, 2026. - 429 p.

165 Despite the existence of a substantial number of scientific works on translation studies and translation teaching methodologies, the issue of systematically developing terminological competence based on a competency-based approach remains under-researched. This is particularly true with regard to the methodological support for the educational process, which is geared toward meeting the requirements of modern international standards. Various institutions offer their own interpretations of ―competence,‖ emphasizing its multidimensional and practical nature. In the EU professional standard (EMT), competence is defined as the ―…proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development…‖ [5, p. 3]. Conversely, the UATI association treats competence as the ―…ability to apply knowledge, experience, and skills to achieve planned results…‖ [3, p. 3]. Both definitions underscore the dynamic nature of competence: it is viewed not as a static volume of knowledge, but as the ability to act and apply knowledge, skills, experience, and personal qualities to achieve a professional result. This is fundamentally important for understanding the essence of the competency-based approach in translator training. Language competence, serving as the foundation for all other professional competencies, is viewed differently across standards. In UATI-I provisions, it is defined as a multidimensional skill encompassing not only the command of linguistic norms but also the ability to function across a wide range of communicative situations [4, p. 10]. The NOS standards present language competence as the level of proficiency required to perform translations at a professional level [7, p. 36]. Within the EMT framework, language competence is a basic prerequisite, emphasizing that a high level of proficiency in at least two working languages is mandatory for admission to Master‘s programs in translation [5, p. 6]. The EMT standard outlines several interrelated skills that ensure effective work with specialized terminology [5, p. 6]: