Abstract
The problem of developing and accessing scientific-communicative competence among students of a technical university (Mining Faculty) is investigated. The study aims to determine first-year students’ proficiency in understanding scientific texts, using professional terminology, producing logically structured academic statements, and adhering to the norms of scientific style and academic citation. The empirical basis comprises the results of two test sessions conducted in April 2024 (40 minutes each). The data were processed using statistical and content analysis methods, supported by visualisation of the results. The findings show that performance decreases as task complexity increases, indicating students’ difficulties with text interpretation, terminological accuracy, and preparing a well-structured response. The uneven development of competence components highlights the need for differentiated instructional approaches. The paper proposes recommendations for improving the educational process, including adapting learning materials, targeted work with terminology, developing rapid reading and analytical skills, using interactive platforms for formative assessment, and implementing pre- and post-course diagnostics to monitor progress and enhance instructional effectiveness