This study aimed to reveal the theoretical foundations, didactic principles and mechanisms for implementing the competence-based approach in the educational process. The research methodology was based on the consistent application of theoretical, comparative, functional and critical analysis, systematisation, theoretical synthesis and modelling. These methods were used to clarify the conceptual framework of the competence-based approach, define its didactic principles and methodological foundations, and identify mechanisms for its implementation in the educational process. The use of these methods ensured a coherent examination of the theoretical, methodological and practical aspects of the competence-based approach and made it possible to describe it as an integrated system. The study established that the competence-based approach changes the logic of the educational process by redirecting learning outcomes towards the capacity for action. A distinction was made between “competence” as a normatively defined requirement and “competency” as an actual educational outcome, manifested in the ability to apply knowledge, skills and experience in specific situations. It was found that the structure of competency is integrative and includes cognitive, operational, value-motivational components and practical experience, which function in interconnection. The study determined that the difference between the competence-based approach and the knowledge-based model lies in the changing function of knowledge, which is regarded as a means of action. The principles of competence-oriented learning were specified, including orientation towards learning outcomes, an activity-based character, integrative content, contextuality, learner agency and reflexivity. It was established that the coordinated application of these principles ensures the development of the ability to perform practical and professionally oriented tasks. The methodological foundations of the approach are outlined through the integration of activity-based, learner-centred and systemic approaches, as well as constructivist ideas of learning. It is shown that the implementation of competence-based learning is accompanied by a change in the role of the teacher, the use of active teaching methods and the introduction of assessment focused on the learner’s activity. The practical significance of the study lies in the possibility of using the findings to design educational programmes, select teaching methods and develop assessment systems aimed at the formation of competencies

educational process; learner; integrative content; contextuality; educational outcome