Abstract
This article is devoted to the study and experimental validation of a model for developing scientific writing and communication skills among students majoring in Forestry. The study included a scientometric analysis of scientific publications using CiteSpace software, which revealed key areas of research such as argumentation, inquiry-based writing, scientific communication, and metacognitive components. In parallel with the analytical work, a pedagogical experiment was carried out, involving students from both experimental and control groups. The skills were assessed across eight aspects: formulation of the scientific problem, text structuring, source citation, clarity and logical coherence, use of scientific vocabulary, data interpretation, visualization of results, and justification of conclusions. The results demonstrated a significant improvement (on average, by 35%) in all components among students in the experimental group, while the control group showed minimal changes. This confirms the effectiveness of the practice-oriented model, integrated into the educational process through research-based tasks. The findings can be applied to the development of educational programs and methods for training forestry specialists.