In the context of the modernization of higher education and the strengthening of the communicative focus of foreign language teaching, the socio-emotional competence of teachers is becoming particularly important. This article examines the psychological and pedagogical aspects of developing the socio-emotional competence of foreign language teachers in higher education. Theoretical approaches to defining the essence of socio-emotional competence are analyzed, its structural components and pedagogical conditions for its development are revealed. The results of an analysis of scientific research by domestic and international authors are presented, and the need to integrate socio-emotional development into the professional training and professional development of foreign language teachers is substantiated. The findings confirm that a high level of socio-emotional competence contributes to the effectiveness of pedagogical interaction, the reduction of professional stress, and the creation of a favorable psychological climate in the educational environment.

socio-emotional competence, foreign language teacher, higher education, emotional intelligence, stress resilience, pedagogical interaction.

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