The study identifies conditions and factors for developing communicative competence adaptability among future hospitality professionals in a bilingual educational environment. The relevance of the problem stems from the increasing labor market demands for graduates’ professional readiness and ability to handle unpredictable situations, combined with insufficient pedagogical approaches addressing bilingual communicative competence development and lack of empirical research on key development factors.
The research methodology is based on a competence-based approach, the theory of communicative learning through activity, and the concepts of practice-oriented vocational education. The study was conducted at the Kazan Innovative University named after V.G. Timiryasov with the participation of 100 students (experimental group = 50 students, control group = 50 students) from September 2024 to May 2025. The following conditions for developing the adaptability of future specialists were tested: case studies with a “trick” element (simulating real professional conflicts and other situations from the hotel industry), digital simulations (VR reception simulators, multimedia cases, chatbots), and bilingual training in industrial-like conditions.
The key factors in the development of adaptability include structured task complexity increase, predominance of practice-oriented activities (70% of instructional time), continuous bilingual professional practice, and digital tool integration.
The results show a statistically significant increase in adaptive competence of 39.6% (from 45.1 to 84.7 points, p < 0.001), and an overall increase in communicative competence of 24.0% (t_emp = 8.76 > t_crit = 2.63).
The practical significance lies in developing methodological recommendations for hospitality professionals, transferring identified factors to other tourism specialties, and creating open digital training resources.
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