The development of conflictological competence is an important component of students’ personal and professional preparation because future specialists are expected not only to recognize conflicts but also to analyze their causes, regulate emotional reactions, select constructive interaction strategies, and transform contradictions into opportunities for development. The purpose of this study is to substantiate the pedagogical opportunities for developing students’ conflictological competence on the basis of an acmeological approach. The research employs theoretical analysis, comparative analysis, pedagogical modeling, synthesis, and conceptual interpretation of studies on acmeology, professional development, conflict management, and competence-based education. Conflictological competence is interpreted as an integrated personal-professional quality combining motivational-value orientation, theoretical knowledge of conflict, analytical and prognostic skills, emotional self-regulation, communicative behavior, constructive decision-making, and reflection. The findings demonstrate that the acmeological approach expands the possibilities of conflictological training by transforming students from passive recipients of conflict theory into active subjects of self-development. The proposed methodology connects self-diagnosis, acmeological goal-setting, case analysis, simulation of conflict situations, role-playing, mediation techniques, reflective analysis, feedback, and individual correction within a coherent developmental process. Particular emphasis is placed on reflection and self-regulation as mechanisms that enable students to analyze their own behavior and intentionally improve conflict-management strategies. The study concludes that an acmeologically organized learning environment can contribute to students’ readiness for constructive interpersonal and professional interaction.
Pedagogical Opportunities for Developing Students’ Conflictological Competence Based on An Acmeological Approach
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