This research is dedicated to analyzing the current state of methodological competence formation in prospective English language teachers during their university studies. In the context of contemporary demands on language education, where the emphasis is shifting towards the development of communicative and intercultural competencies, the methodological training of educators is of particular importance. The aim of the study is to identify the level of methodological competence formation in students at various stages of their education and to determine the main problems hindering its effective development. The work examines the theoretical foundations of methodological competence formation, analyzing various approaches to defining its structure and content. Special attention is paid to the practical component of future teachers' training, including teaching practice, the use of modern educational technologies, and the development of reflective skills. The study employed a set of diagnostic methods, including testing, questionnaires, interviews, classroom observation, and analysis of student portfolios. The results of the study demonstrate a heterogeneous level of methodological competence formation among students from different academic years. Both strengths and problematic areas in their training were identified. Analysis of the obtained data allowed us to determine the main factors influencing the formation of methodological competence and to formulate recommendations for improving the educational process in universities. The findings can be used to optimize curricula and enhance the quality of future English language teachers' training.
