Abstract
The formation of sociocultural competence offers an opportunity for successful adaptation to intercultural communication and professional practice conditions. The article presents the results of a study of students' motivation levels to form sociocultural competence and develops a professional and personal development model. The study provides an empirical basis for building a model, as it reveals the initial level of motivation and its interrelationships. The model pays special attention to sociocultural competence as a key factor in integrating professional and personal growth. The research included the analysis of sociocultural competence theoretical foundations, the study of students' motivation for its development, and the construction of a professional and personal development model based on theoretical analysis and empirical data. Theoretical methods of analysis and synthesis are employed, along with empirical methods, including a questionnaire, statistical Z-test, chi-square (χ²) analysis, and modelling. The novelty of this research lies in its contribution to the academic field by proposing a model that integrates the simultaneous development of professional and personal competences, such as openness to cultural diversity, communicability, and professional knowledge, within the broader process of forming sociocultural competence. The theoretical value of the work is determined by building a model of professional and personal development for future teachers of foreign languages that is implemented through the formation of sociocultural competence. The practical significance of the study is determined by the applicability of the proposed model in the training of future foreign language teachers, offering a structured approach to developing the key competences required for effective intercultural communication and professional engagement in diverse educational and sociocultural environments.