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Litera
Reference:

Formation of scientific-analytical and communication skills among students of humanities at the international university (Generation Z Humanities Students at an International University)

Bulgarova Bella Akhmedovna

ORCID: 0000-0001-6005-2505

PhD in Philology

Associate professor of the Department of Mass Communications, RUDN University named after Patrice Lumumba

117198, Russia, Moscow, Miklukho-Maklaya str.6.

bulgarova-ba@rudn.ru
Other publications by this author
 

 
Tabatabai Sara

ORCID: 0009-0003-6165-6978

Postgraduate student, Department of Mass Communications, RUDN University named after Patrice Lumumba

6 Miklukho-Maklaya str., Moscow, 117198, Russia

saratabatabayee@gmail.com
Other publications by this author
 

 
Elias Rula

ORCID: 0009-0009-1773-6085

Master's student, Department of Mass Communications, RUDN University named after Patrice Lumumba

6 Miklukho-Maklaya str., Moscow, 117198, Russia

1032229447@rudn.ru
Dzhuma Kayan

ORCID: 0009-0002-4117-9281

Master's student, Department of Mass Communications, RUDN University named after Patrice Lumumba

6 Miklukho-Maklaya str., Moscow, 117198, Russia

1032215986@rudn.ru

DOI:

10.25136/2409-8698.2024.2.69627

EDN:

WROUDM

Received:

19-01-2024


Published:

06-03-2024


Abstract: Today, recruiting organizations, when selecting potential candidates for vacant positions, emphasize the importance of university graduates having developed communicative and scientific-analytical competencies, which are the main components of "soft skills" for students of the humanities cycle, more conducive to the formation of professionalism than "hard skills", due to the shift in society's priorities towards democratization and humanization socio-psychological principles of performance of official duties within the framework of professions. The purpose of this study is to identify methods and techniques for the formation of scientific, analytical and communicative skills at the international University among students of humanities. Intercultural communication in the context of the educational process, on the one hand, complicates the development of these competencies, on the other hand, requires improving the principles of teaching in the context of cultural dialogues, which determines the formation of the studied skills, taking into account the national and cultural specifics of the studied language and communication of the university where the foreign student is studying. These aspects are a prerequisite for successful integration into a potential professional environment. Research methodology: theoretical analysis of scientific literature on the issue under consideration, content analysis, descriptive and comparative methods. The novelty of the research is due to modern trends in improving the "soft competencies" of representatives of all professions in harmony with the global scientific space through the prism of effective intercultural communication. The results of the study indicate a mutual correlation of scientific, analytical and communicative skills, the synthesis of the main components of which contributes to the formation of metacognitive characteristics of students. It is advisable to form the studied competencies through role-playing games, memes, situational tasks, communicative professionally oriented trainings, the method of active problem-situational analysis ("case-study")


Keywords:

communicative, scientific and analytical, international university, competencies, soft skills, active, teaching methods, meme, generation Z, student

This article is automatically translated.

Generation Z is ready to join the workforce and business. In today's rapidly developing world, the role of higher education institutions is becoming increasingly important in the formation of communicative and scientific-analytical competencies. A new generation of students, known as Generation Z, faced new challenges because of their distinctive characteristics as natives of digital technologies. The advent of online gaming, increasing computerization, and the frequent use of text messages are among the defining characteristics of Generation Z. This generation, in particular, has difficulty deciphering the context due to these factors. The continuous flow of information, commonly referred to as "information noise", is considered the main reason for this generation's unique approach to work and study. In addition, Generation Z's hypertextual perception of reality, which is the result of their constant contact with digital media, has a significant impact on both their personal and social lives [15].

While Generation Z is known for its outstanding technical skills, it is also known that they have weaknesses in interpersonal communication skills, commonly referred to as soft skills [16, pp. 119-131]. This underlines the importance of developing communicative and scientific-analytical competencies among students who are carriers of digital technologies in higher educational institutions.

Research skills are important in the educational and practical activities of students of humanitarian profiles. At the same time, the literature they study involves working with various texts, praxiological analysis, the use of modeling, optimization and algorithmization skills ("a way to form active intellectual activity of students" [6]), factual and value judgments and other skills that contribute to the harmonious formation of a modern specialist. Meanwhile, learning in a foreign language environment or in intergroups complicates this process, since it requires not only knowledge of the language in which the training is carried out, but also skills of intercultural communication, through the prism of which it is necessary to implement all areas of scientific, analytical and communicative activities. Meanwhile, such intercultural communication skills as the ability to confidently and argumentatively express their thoughts and opinions in a foreign language when talking with foreign speakers often play a crucial role in the constructive interaction of students in the student body, in intercultural scientific communication, including with teachers of disciplines, and in the future – in a professional environment.

The communication skills of students of humanities can be attributed to "soft competencies" ("soft skills"), the development of which is effectively enhanced through the use of scientific and analytical educational activities. According to the research of S.A. Potutkova (2017), "O. Sosnitskaya considers 'soft skills' through communicative and managerial talents ... and refers to them the ability to convince, lead, manage, make presentations, find the right approach to people, the ability to resolve conflict situations, public speaking, etc." [4, p. 113]. Jose Magano and his colleagues (2020) argue that as members of Generation Z begin to enter the labor market, it is crucial to provide them with a combination of hard and soft skills to maximize productivity and mitigate their weaknesses. The authors emphasize that the development of soft skills such as communication, collaboration and adaptability will make Generation Z employees especially valuable and indispensable from the point of view of technology [17, p.187].  Majid et al. (2019) conducted a study in Singapore with graduate students and employers that emphasized the importance of soft skills for securing employment and achieving a successful and self-fulfilling career. The study revealed a common belief among both students and employers that people of Generation Z should have soft skills adapted to the requirements of the current labor market. In addition, discrepancies were revealed between students' understanding of basic soft skills and the expectations of the business world [18, pp. 7-39].

M. Pampaloni, Ph.D. (2022) emphasizes that there is a growing demand for soft skills among Generation Z in various industries and professions. According to SHRM's Workplace Report, problem solving, critical thinking, innovation, creativity, coping with complexity and ambiguity, and communication are among the top three missing skills identified by job seekers in a survey conducted by SHRM. This highlights the importance of teaching these three Gen Z soft skills so that they can be successful and productive in their workplaces. Greg Nugroho, PhD (2018) also emphasizes the importance of soft skills, especially for Generation Z leaders. He argues that while technical skills are necessary to lead a company, the ability to lead others is equally important. He explains that future leaders should have soft leadership skills, such as the ability to inspire and motivate the team, develop long-term relationships with customers, etc. [19, p. 124].

Intercultural communication in the context of the educational process, on the one hand, complicates the development of these competencies, on the other hand, requires improving the principles of teaching in the context of cultural dialogues, which determines the formation of the studied skills, taking into account the national and cultural specifics of the studied language and communication of the university where the foreign student is studying. These aspects are a prerequisite for successful integration into a potential professional environment.

Cross-cultural communication leads to inevitable stress due to the confrontation of ingrained assumptions. Our cultural habits, acquired and internalized from early childhood, often act on a subconscious level, making us less aware of them. This gap in awareness becomes apparent when we interact with people whose cultural scenarios differ from our own. The collision of these implicit cultural norms can lead to misunderstandings, emphasizing the need to increase cultural sensitivity and adaptability in intercultural communication [12].

The relevance of the formation of the studied skills is determined by the demand of the modern labor market for "soft" (social or "flexible") competencies, including: teamwork; interpersonal communication skills (negotiating with related organizations, management / employees of the company); initiative; the ability to negotiate with clients, conduct scientific intercultural debate, form a constructive learning environment; creativity; adaptive abilities for new formats and localization of places of study, etc. [11].

It is important to emphasize that there is still a debate in scientific circles about the definition of such definitions as "competencies", "skills" and "abilities". This study uses the approach of O.L. Chulanova, A.I. Ivonina, Y.M. Davletshina (2016), S.A. Potutkova (2017), who define the concept of "competence" as "a social and labor characteristic, a set of knowledge, skills, and professionally important qualities" [4, p. 112], which are formed in students of higher schools.

The researchers identify the main mutually correlative components of scientific, analytical and communicative competencies that need to be mastered in the process of studying at an international university, which will contribute to the development of metacognitive characteristics of students. Scientific and analytical skills include: analysis of specific communicative situations in scientific discourse, the results of monologue, dialogue and polylogue; comparison and comparison of the information received, as well as the search for discrepancies / distortions in it; the ability to draw conclusions, find patterns adequate to the logic of the problem under consideration; differentiation of scientific communicative phenomena (conditions, causes, motives, stimuli means, forms of manifestation, etc.); relevant perception of not only the subject-conceptual meaning of language signs, but also their connotative meanings, including the implicit meaning of the utterance, emotional and figurative coloring in the process of working with a scientific text; productive reading: the skill of working with a large amount of scientific information with subsequent annotation and abstraction of the main the ideas of what was read; systematization of the information received, compilation of ratings, tables; classification, concretization, generalization, schematization of data; the principle of scientific argumentation: the skills to put forward hypotheses, prove them, argue their point of view; the skill to take notes and compile scientific information, including seeking it from a communicant (scientific dispute, conference); the skill to isolate the main scientific task (problem) and determine the best ways to solve it. Communication skills include: intercultural communication skills; tolerance to uncertainty; skills in determining the motives and characteristics of communication, communicative effectiveness, predictive analysis of the consequences of communication for the addressee and addressee; identification of positive and negative aspects of communicative phenomena, actions (norms of communication and deviation); competent interpretation of intonation and signs of non-verbal communication (proxemics, haptics, kinesics, oculistics), the skill of establishing contact on the verbal and non-verbal levels; active listening skills: the ability to listen and hear a communicant, maintain a conversation, convince; storytelling: the ability to concisely and consistently express one's thoughts and opinions; self-presentation skills, mastery of strategies and tactics of communicative influence; public speaking skills, improvisational communication skills; skills to identify the causes of intercommunication barriers and failures.

So, the communicative competencies of students of the studied profile at the international university should be interpreted as 'soft skills', since these "unified skills and personal qualities increase the efficiency of work and interaction with other people" [4, p. 113], which is required in professions such as translator, philologist, teacher, social worker, psychologist, manager, etc.

According to the results of a survey conducted by a domestic recruiting company, more than 77% of employers emphasize the relevance of s oft skills’, which also significantly optimize the performance of work, as well as hard skills' (transl. – narrow-profile ("hard") skills) [3, p. 205], which include the basic communicative competencies [5, p. 75] of students of the humanities. Statistics on the demand for "s oft skills" required from candidates in major global organizations of both humanitarian and technical fields [10; 3, p. 217] include: 30% of graduates who do not possess 's oft skills'; 31% have a deficit in the skill of "innovative" and creative thinking; 32% have a deficit critical thinking skills; 37% lack the skills of "creativity", "decision-making", "problem analysis"; 97% of surveyed companies emphasize that 's oft skills' affect the productivity of potential employees; 90% of employers believe that 's oft skills' training is a valuable means of development and evaluation of potential employees; 97% of employers believe that the synthesis of communication skills, problem solving, teamwork and the spirit of critical thinking, constructive communication, emotional intelligence, etc. are crucial for professional success; 55% of financial directors are convinced that a significant problem when hiring employees is the search for candidates with advanced s oft skills’; 97% of respondents note that s oft skills’ contribute to business growth/success; 93% of all global employer statistics emphasize the importance of s oft skills’ for candidates.

According to the research of O.N. Bakurova and E.D. Puzanova (2019), as well as the content-analytical statistics of M. Gallivan, D. Trix and L. Kvasna, focused on the analysis of ads for several years about the requirements for candidates for an IT position, employers identify "6 types of skills that can be classified as 'soft': communicative, ability to cooperate, leadership qualities, self-motivation, organization and creativity" [1, p. 3; 11].

Based on the results of S.A.'s research. Potutkova (2017), in potential professional activities, "success depends on 85% on soft skills, and 15% on hard skills" [4, p. 113]. J. Okafor (2021) emphasizes that 31% of employers note a shortage of such 's oft skills' as "innovative and creative thinking", 32% – lack of "critical thinking", 37% – lack of skills such as "creativity", "problem analysis" and "decision-making" [10].

Innovative technologies aimed at the formation and improvement of professional communication and research skills, which are closely correlated with 's oft skills', should be based on the psychological aspect of communication, which contributes to the constructiveness and enrichment of the results of "two-way information exchange, has a regulatory effect on the process of communicative interaction" [9, p. 4]. At the same time, the educational trajectory should include such active teaching methods that contribute to a high degree of student involvement in educational activities as: role-playing games, memes as a new generation language, situational tasks and communicative professionally oriented trainings, which are based on tasks of various levels of complexity and orientation, requiring the use of scientific and analytical skills. For example, memes can be used as a creative communication tool of Generation Z to start intercultural group discussions. According to Oliveira (2022), the use of memes in online learning offers various advantages. These include improving cognitive and communicative skills of second language proficiency (L2), increasing awareness of the relationship between language and culture, as well as improving students' pragmatic competence and logical abilities [13]. For example, an effective lesson involved students creating memes related to certain language functions or cultural context. This not only encourages linguistic creativity, but also encourages students to analyze the intricacies of language use and cultural references. The collaborative nature of creating memes also contributes to the development of communication skills, as students discuss and share their creations, providing a platform for meaningful language exchange. Students can use memes as a starting point for group discussions on scientific topics, in particular on social and cultural topics.  They can create or share memes related to a particular topic, as well as discuss the scientific concepts behind them. Meme analysis requires critical thinking skills, as students must understand the context, meaning, and underlying messages behind memes; creating memes involves developing original ideas, concepts, and visual effects that require creativity, which is a valuable skill in many aspects of life, and helps students develop teamwork and teamwork skills[14]

You can also initiate a scientific intercultural debate at the seminar; organize work with the text, during which it will be necessary to compare and compare the information received, as well as find discrepancies and/or distortions in it; give each student the task to put forward his own hypothesis about solving a problem and argue his point of view using links to scientific information; to use a research project on text analysis as a tool for the formation of scientific and analytical skills, etc . At the same time, the conditions of each assignment and the studied issues should be based on the specialty that the student is studying; the work must be performed in intergroups, which will contribute to the establishment of intercultural communication, stimulate the development of communicative and scientific-analytical competencies.

Communicative and analytical games are learning technologies aimed at modeling specific scientific and communicative situations, allowing students not only to practice their theoretical knowledge, but also to develop information–analytical and analytical-interpretative skills, learn to work in an intercultural environment, as well as analyze the speech and non-verbal behavior of participants in the game.

The synthesis of the two above-mentioned methods ("trainings" and "games") provides the solution of such important tasks for the communicative adaptation of future specialists as: phonemic speech; normalization of its prosodic side; methodological and practical orientation in the field of research; development of stylistic thinking of students [9, p. 5]; creation of creative personal and (creative) motivation, as well as the formation of skills such as "problem analysis" and "making difficult decisions"; the formation of technology of ideological influence in the intercultural space.

An effective technology that contributes to the formation of scientific and analytical skills is ‘case-study’ [2, p. 41] - this is an active problem–situational analysis, which includes an empirical (thematic) research method for any field of science and an interactive teaching method based on theoretical discussion, analysis of a real or simulated situation from potentially- the professional life of a student [8].

Thus, c ase-study’ is a practice-oriented method of organizing the educational process, which includes the use of scientific dispute skills, stimulating and motivating the processes of scientific, analytical and communicative activities, as well as a method of laboratory and practical control and self-control (situational tasks). Accordingly, this method contributes to the development of motivational-value, cognitive, activity-technological and reflexive potentials of students [8, p. 24], and also includes such components of communicative activity as group work and information exchange.

Conclusions

1.                  One of the fundamental scientific and analytical skills relevant for the educational and research activities of students of humanities are: critical thinking, problem analysis and independent decision-making, as well as the transformation of information into knowledge.

2.                  The communicative skills of students of the designated professions can be attributed to "soft competencies" ("soft skills"), the development of which is effectively enhanced through the use of scientific and analytical work.

3. It is advisable to develop potential professional competencies through the prism of intercultural scientific communication.

4.                  Scientific-analytical and communication skills are mutually correlative, while the process of their formation will be more effective if active learning methods (role-playing games, memes, situational tasks, communicative professionally oriented trainings and active problem-situational analysis (‘case-study’) are used, which are focused on the analytical principles of educational and research work.

References
1. Bakurova, O.N., & Puzanova, E.D. (2019). Formation of «soft skills» in high school students with different levels of meta-cognitive knowledge and skills. The world of science. Pedagogy and Psychology, 7, 84.
2. Bykov, V.P., & Elagina, V.S. (2022). Formation of analytical skills among students in the process of research activity. Modern problems of science and education, 6, 36-44.
3. Afanasyeva, T.S. (2021). The introduction of soft skills into professional educational disciplines skills outside professions. Skills outside of professions. Collection of reports of the International Scientific and Practical Conference. St. Petersburg (pp. 202-208).
4. Potutkova, S.A. (2017). «Soft» communication skills of employees as a factor in improving the quality of social services. Russian Journal of Social Work, 3(70), 110-117.
5. Stepanova, L.N., & Zeer E.F. (2019). Soft skills as predictors of students' life fulfillment. Education and science, 8.
6. Fedyushina, V.V., & Shevchenko, L.I. (2014). Algorithmization as one of the ways to form the active intellectual activity of students in the lessons of the history of social studies and literature. Actual tasks of pedagogy: materials of the V International Scientific Conference (Chita, April 2014), pp. 152-155. Chita: Young Scientist.
7. Chulanova, O.L. (2016). Competence approach in working with personnel: theory, methodology, practice: monograph. Moscow: INFRA-M.
8. Ishchenko, V.S. (2018). Case study as a means of forming the analytical competence of future specialists in document management and information activities. Modern European Studies, 1, 18-29.
9. Kruchina, O., Skorobogatova V., & Smirnova T. (2020). Formation of interpersonal, group and organizational communications skills of future economists. E3S Web of Conferences, 164, 12022. doi:10.1051/e3sconf/202016412022
10. Okafor, J. Soft Skills Facts & Statistics. Trvst. Retrieved from https://www.trvst.world/work-skills/soft-skills-facts-statistics/#cmfSimpleFootnoteLink3
11. Opperman, A. (2016). Hard Facts About Soft Skills. Career Education Review. Retrieved from https://www.careereducationreview.net/2016/10/hard-facts-about-soft-skills/
12. Young, Yun Kim. (2015). Finding a «home» beyond culture: The emergence of intercultural personhood in the globalizing world. International Journal of Intercultural Relations, 46, 3-12, 2015. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0147176715000413?via%3Dihub
13. Altukruni, Raja. (2022). A Systematic Literature Review on the Integration of Internet Memes in EFL/ESL Classrooms. Arab World English Journal (AWEJ), 4, 237-250. doi:https://dx.doi.org/10.24093/awej/vol13no4.15
14. Bulgarova B.A., Tabatabai S. (2023). Leveraging the power of internet memes for emotional contagion as effective strategy for environmental communication. Litera, 12, 281-305. doi:10.25136/2409-8698.2023.12.69398
15. Popova Svetlana. (2017). Teaching Generation z: Methodological problems and their possible solutions. Training, Language and Culture, 4, 25-38. doi:10.29366/2017tlc.1.4.2
16. Ismail, D. H., Nugroho, J., & Rohayati, T. (2023). Literature Review: Soft Skill Needed by Gen Z in the Era RI 4.0 and Society 5.0. Majalah Ilmiah Bijak, 20(1), 119-131.
17. Magano, J., Silva, C., Figueiredo, C., Vitória, A., Nogueira, T., & Pimenta Dinis, M. A. (2020). Generation Z: Fitting project management soft skills competencies. A mixed-method approach. Education sciences, 10(7), 187.
18. Majid, Shaheen and Eapen, Chithra Mary and Aung, Ei Mon and Thazin Oo, Khine, The Importance of Soft Skills for Employability and Career Development: Students and Employers’ Perspectives (March 3, 2019). The IUP Journal of Soft Skills, 4, 7-39. Retrieved from https://ssrn.com/abstract=3796720

First Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The article presented for consideration "Formation of scientific, analytical and communicative skills among students of humanities at an international university (students of humanities of generation Z at an international university)", proposed for publication in the journal "Litera", is undoubtedly relevant, due to the consideration of the peculiarities of the formation of research and communication skills among students of humanities. The author also pays attention to intercultural communication in the context of the educational process, the formation of these competencies on foreign language material. These aspects are a prerequisite for successful integration into a potential professional environment. However, the specificity of the journal is philological research, and articles devoted to teaching methods, using the actual methods of pedagogy research, cannot be published in a journal specializing in philology (see https://nbpublish.com/e_fil/info_82.html ). Structurally and meaningfully, when getting acquainted with the text of the work, a certain dissonance arises, namely: what is the generation being specified for. If there is no definition in the theoretical part, how did communication skills transform into intercultural communication? Aren't they basic skills that are not formed based on the material of a particular language? The question raises the practical material of the study, since it is unclear from the text of the article whether a scientific study was conducted, whether the control group was compared with the experimental one, the study was carried out in line with modern scientific approaches, the work consists of an introduction containing the formulation of the problem, the main part, traditionally starting with a review of theoretical sources and scientific directions, research and the final one, in which the conclusions obtained by the author should be presented. However, it is possible to call the work research conditionally. This work is descriptive. However, the author ignores the work of foreign researchers in this field. The bibliography of the article contains 14 sources, among which theoretical works are presented exclusively in Russian, including translated works. We believe that referring to original sources in a foreign language would undoubtedly enhance the theoretical significance of the work. Unfortunately, the article does not contain references to fundamental works such as monographs, PhD and doctoral dissertations. In general, it should be noted that the article is written in a simple, understandable language for the reader. Typos, spelling and syntactic errors, inaccuracies in the text of the work were not found. The practical significance of the research lies in the possibility of using its results in the process of teaching language courses at the Faculty of Humanities. The article will undoubtedly be useful to a wide range of people, teachers, undergraduates and graduate students of specialized universities. The article "Formation of scientific, analytical and communicative skills among humanities students at an international university (humanities students of generation Z at an international university)" can be recommended for publication in a scientific journal in the relevant field: pedagogy, teaching methods, or for revision, including strengthening the scientific base of research and the use of philological research methods.

Second Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The relevance and topicality of the topic presented in the article for analysis is beyond doubt. The guideline is aimed at objectifying the issue of the formation of scientific, analytical and communication skills of students of generation Z. The author notes that "Generation Z is ready to join the workforce and business. In today's rapidly developing world, the role of higher education institutions is becoming increasingly important in the formation of communicative and scientific-analytical competencies. A new generation of students, known as Generation Z, has faced new challenges because of their distinctive characteristics as digital natives." I believe that the work has a syncretic / integrative character, the combination of different scientific planes makes it possible to effectively understand the issue, while offering some ways to solve the difficult situation in the mode of "adaptation" of generation Z for work activities. The information blocks of the text are informative and accurate: "intercultural communication in the context of the educational process, on the one hand, complicates the development of these competencies, on the other hand, requires improving the principles of teaching in the context of cultural dialogues, which determines the formation of the studied skills, taking into account the national and cultural specifics of the studied language and communication of the university where the foreign student is studying. These aspects are a prerequisite for successful integration into a potential professional environment," etc. The inclusion of voluminous comment options allows the potential reader to see the status of the problem / question in the most voluminous way, to navigate the problem spectrum. The style of work correlates with the actual scientific type. For example, this is manifested in the following fragments: "the relevance of the formation of the studied skills is determined by the demand of the modern labor market for "soft" (social or "flexible") competencies, including: teamwork; interpersonal communication skills (negotiating with related organizations, management / employees of the company); initiative; ability to negotiate with clients, conduct a scientific intercultural debate, form a constructive learning environment; creativity; adaptive abilities for new formats and localization of places of study, etc.", or "researchers identify the main mutually correlative components of scientific, analytical and communicative competencies that need to be mastered in the process of studying at an international university, which will contribute to the development of metacognitive characteristics of students. Scientific and analytical skills include: analysis of specific communicative situations in scientific discourse, the results of monologue, dialogue and polylogue; comparison and comparison of the information received, as well as the search for discrepancies / distortions in it; the ability to draw conclusions, find patterns adequate to the logic of the problem under consideration; differentiation of scientific communicative phenomena (conditions, causes, motives, stimuli, means, forms of manifestation, etc.)" etc. I think that statistics, which is the basic component of the study, are also successfully introduced into the study: "according to the research of O.N. Bakurova and E.D. Puzanova (2019), as well as the content-analytical statistics of M. Gallivan, D. Trix and L. Kvasna, focused on the analysis of ads for several years about the requirements for candidates for IT-according to the position, employers identify "6 types of skills that can be classified as 'soft': communicative, ability to cooperate, leadership qualities, self-motivation, organization and creativity", or "based on the results of S.A. Potutkova's research (2017), in potential professional activity, success depends on 85% of soft skills, and by 15% – from hard ones." J. Okafor (2021) emphasizes that 31% of employers note a shortage of such 'soft skills' as "innovative and creative thinking", 32% – a lack of "critical thinking", 37% – a lack of skills such as "creativity", "problem analysis" and "decision-making", etc. The terminological block used in the article is unified, no actual violations have been identified; the effect of dialogue with the reader is well formed, since a number of positions can be explored further: "an effective technology that contributes to the formation of scientific and analytical skills is 'case-study' – this is an active problem-situational analysis, which includes an empirical (thematic) research method for any field of science and an interactive teaching method based on theoretical discussion, analysis of a real or simulated situation from a student's potentially professional life...". The conclusions reached by the author are formally structured, present and coherent with the main part: "one of the fundamental scientific and analytical skills relevant to the educational and research activities of students of humanities are: critical thinking, problem analysis and independent decision-making, as well as the transformation of information into knowledge. 2. The communicative skills of students of the designated professions can be attributed to "soft competencies" ('soft skills'), the development of which is effectively enhanced through the use of scientific and analytical work. 3. It is advisable to develop potential professional competencies through the prism of intercultural scientific communication ...", etc. The bibliographic list is complete, it is advisable to use it in the formation of works of a related thematic focus; I believe that the research topic has been disclosed, the main tasks have been solved. The material can be used in the mode of mastering humanitarian disciplines. The text does not need serious editing, additions are unnecessary. I recommend the article "Formation of scientific, analytical and communication skills among humanities students at an international university (humanities students of generation Z at an international university)" for publication in the journal "Litera".