Abstract
This study explores how university students develop technical competence to meet societal and industry demands, with a particular emphasis on their ability to set goals, organize group work, and plan technical activities. A comprehensive model of students' technical competence is proposed, comprising three key components: technological, informational, and value-motivational. The research findings, illustrated through detailed tables and diagrams, reveal the varying levels of students' technical competence. The experiment confirmed the hypotheses about the necessity of developing technical competence and established a clear link between the effectiveness of training and the proposed criteria-based structure. Ongoing research is focused on designing a professionally oriented, pedagogical training framework to further enhance competence in this discipline. Keywords: Diagnostics; profession; student; technical competencies; university.