The development of conflictological competence has become an important objective of contemporary higher education because university students increasingly participate in complex interpersonal, academic, social, and professional interactions. Differences in values, interests, expectations, communication styles, and individual experiences may generate conflict situations that require not only knowledge of conflict resolution but also emotional self-regulation, reflective thinking, constructive communication, and personal responsibility. This article theoretically substantiates the potential of the acmeological approach for enhancing students’ conflictological competence. The study employs theoretical analysis, synthesis, comparison, generalization, and modelling of psychological-pedagogical approaches to conflict management and personal-professional development. The article clarifies the structure of conflictological competence and proposes four interrelated components: cognitive, emotional-regulatory, communicative, and reflective-acmeological. On this basis, an acmeological model for enhancing students’ conflictological competence is developed. The model integrates self-awareness, conflict analysis, emotional self-regulation, constructive communication, reflective evaluation, and continuous self-development. Particular attention is given to problem-based learning, case studies, role-playing, dialogue, reflective tasks, and self-assessment as pedagogical mechanisms for transforming conflict experience into a resource for personal and professional growth. The scientific significance of the study lies in integrating conflictological competence with the principles of acmeological development and in proposing a pedagogical mechanism that moves beyond conflict avoidance toward constructive transformation of conflict situations. The proposed model can be used in higher education curricula, professional training, communicative skills courses, and student development programmes.
Enhancing Students’ Conflictological Competence Through an Acmeological Approach
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