Abstract
The study explores the case method as an instructional strategy in foreign language education, addressing the need to enhance language acquisition and professional competence among students while bridging the gap between theoretical knowledge and practical application in professional communication scenarios. Methodology and Methods. The research employed a competence-based approach focusing on developing students’ professional worldview and competencies. The study utilized theoretical methods including relevant literature review, and empirical methods encompassing pedagogical observation and analysis of the author’s teaching experience with second-year students in professional foreign language education settings. Results. The findings indicate that employing the case method in foreign language studies effectively develops professional competence, improves students’ ability to analyze situations, evaluate alternatives, and select optimal problem solutions. The research demonstrates that implementing the case method creates conditions closely resembling real-life scenarios and fosters development of foreign language professional competence. Teaching Professional Foreign Language through case methodology extends beyond mandatory curriculum topics by grounding instruction in current problem situations from practice, serving as a valuable tool for achieving objectives in professional communication scenarios. Scientific novelty. The research contributes to advancing pedagogical practices in professional foreign language education by establishing the theoretical framework for integrating case methodology with competence-based approaches, demonstrating how case studies can effectively bridge linguistic and professional development needs. Practical significance. The study provides evidence-based insights for educators to enhance foreign language teaching practices, offering practical approaches for implementing case methodology in university settings to improve formation and development of students’ foreign language professional competence while addressing the linguistic needs of future specialists.