DEVELOPMENT OF ENGLISH COMMUNICATIVE COMPETENCE OF FUTURE DOCTORS OF PHILOSOPHY IN MEDICINE IN THE CONTEXT OF SOUTH KOREA’S EDUCATIONAL POLICY

Abstract

The article presents a comprehensive analysis of the formation of English communicative competence among future Doctors of Philosophy in medicine within the context of South Korea’s educational policy. Based on the study of university policies, national programs, and standards, it is demonstrated that foreign language training is an integral component of the country’s higher education system and is regarded as a strategic factor in the internationalization of the academic environment. The study shows that English in Korean universities functions not only as a subject of study but also as a key tool for scientific activity, professional self-expression, and intercultural communication.It was found that South Korean universities are characterized by a high degree of systematization, flexibility, and orientation toward international assessment standards. The requirement to demonstrate English proficiency through standardized tests (TOEFL, IELTS, TEPS) ensures objectivity in selection and promotes academic mobility. The combination of formal requirements with practical opportunities to use English in research and academic activities plays a significant role in the development of English-language competence. A substantial portion of dissertations, publications, and conferences is conducted in English, which fosters the development of academic writing skills, oral communication, and intercultural interaction.The effectiveness of mentoring systems and specialized courses aimed at improving academic writing, preparing research presentations, and developing professional communication skills has been identified. It is emphasized that the integration of foreign language training with research activities contributes to the formation of functional communicative competence, which directly supports the research productivity of doctoral students.In summary, South Korea’s foreign language education model is based on a combination of national policy and institutional autonomy, allowing flexible adaptation of language training to the specific needs of different academic fields, particularly medicine. It is concluded that the South Korean experience represents an effective example of an integrative approach that combines academic mobility, practical orientation, and international cooperation. Prospects for further research include an in-depth analysis of pedagogical technologies, digital platforms, blended learning methods, and mentorship models that enhance the development of English communicative competence in medical PhD programs.