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.

168 5. Reformulation exercises. Students receive text fragments formulated in non- professional or imprecise language and must rewrite them using correct terminology from the EMT and NOS standards. For example: «перекладач перевіряє, чи все правильно перекладено» (the translator checks if everything is translated correctly) becomes «перекладач здійснює revision відповідно до вимог service provider» (the translator performs a revision in accordance with service provider requirements). 6. Video-based tasks. Before viewing, students compile a list of unfamiliar lexical units. After analyzing them, a second viewing takes place, during which they fill in blanks in a script – for example, ―___ is the ability to render meaning across languages while preserving register and style‖ – transference competence. The final stage involves an annotated written translation, followed by consecutive and, later, simultaneous interpretation of the video fragment. 7. Creative and presentation tasks. Students prepare individual or group presentations on one of the components of translation competence (e.g., Technology Competence, Interpersonal Competence, Service Provision), explaining the meaning of key terms and demonstrating their application in real-world practice. Such tasks develop soft skills, including public speaking, the argumentation of translation decisions, and the ability to use specialized terminology in discourse. The competency-based approach to teaching specialized terminology translation represents a systemic methodology aimed at forming the integrated professional competence of future translators. A comparative analysis of international standards (EMT, NOS, UATI) has revealed a common core of requirements: a translator must be capable not only of finding and translating terms but also of systematizing them, justifying translation decisions, and navigating situations of interlinguistic asymmetry. The developed methodological complex implements a staged trajectory for terminological competence formation: from theoretical comprehension of the terminological system, through systematization and contextual processing, to independent creative application of terms in written translation and interpreting. The combination of diverse exercise types, ranging from brainstorming and crosswords to