THE SCHOLARLY MEANING OF THE CATEGORIES “ETHNOS,” “CULTURE,” “COMPETENCE,” AND “ETHNOCULTURAL COMPETENCE”: A CONCEPTUAL-ANALYTICAL PERSPECTIVE

Abstract

This article examines the scholarly meaning of the categories “ethnos,” “culture,” “competence,” and “ethnocultural competence” through a conceptual-analytical lens. It systematizes the origins, semantic boundaries, and interrelations of these notions and highlights how they are interpreted across contemporary humanities and social sciences (education, sociology, cultural studies, psychology). Ethnocultural competence is conceptualized as an integrative personal characteristic that combines knowledge of ethnocultural values and norms, readiness for tolerant interaction, intercultural communication skills, and reflective capacity. The paper substantiates a multi-component structure of ethnocultural competence (cognitive, value-motivational, behavioral, and reflective components) and proposes terminological and methodological guidelines to ensure conceptual clarity in further research and educational practice.