Civilizational Dimension of Teacher Language Training

Research task. The aim of the article is to theoretically substantiate symbolic competence as an integral component of democratic teacher training, to identify its civilizational parameters, and to propose a model for integrating this competence into educational programs. Main material presentation. The author substantiates the concept of symbolic competence at the intersection of the epistocratic approach, pragmatic pedagogy, and ecological linguistics; analyzes the transformation of educational landscapes under the influence of the Bologna process and English-language programs; formulates a three-level (institutional, methodological, and personal) model for integrating symbolic competence into educational courses; demonstrates its potential for the development of critical thinking, ethical sensitivity, and the ability to cultural mediation. Conclusions. Symbolic competence acts as an integrative lens that connects functional language skills with civilizational reflection, providing teachers with epistemically responsible strategies for working with signs. The proposed model creates methodological guidelines for the formation of a learning environment in which language becomes a space for democratic co-creation of meanings and social responsibility.