The competence-based approach has become a dominant paradigm for aligning higher education outcomes with social, cultural, and professional demands. Within this paradigm, ethnocultural competence is increasingly treated not as a peripheral “soft” attribute but as a structured educational outcome that integrates knowledge about cultures, value-based orientations, communicative behaviors, and reflective self-regulation. This article proposes a theoretical model for developing ethnocultural competence in university students based on the competence-based approach. The model is formulated as a structural–functional construct that connects the target, conceptual, content–procedural, and assessment–result blocks into a single logic of educational design. The model is grounded in sociocultural learning theory, multicultural and intercultural education, and contemporary competence theory. A mixed methodological rationale is presented for validating the model through expert appraisal and design-based piloting in real educational environments. The article explains how the model operationalizes ethnocultural competence through measurable indicators, how it can be embedded into curricula via integrative modules and learning tasks, and how formative assessment supports sustainable competence growth. The model’s theoretical contribution lies in clarifying component composition and the mechanism of development under competency-oriented instruction, while its practical contribution lies in offering implementable design principles for higher education institutions operating in culturally diverse contexts.  

Competence-based approach, ethnocultural competence, higher education

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