This article examines the issues of the integrated development of professional and intercultural competencies among future Arabic language teachers in higher educational institutions. The purpose of the study is to provide a scientific rationale for implementing a modern linguodidactic model based on the integration of language and culture, as an alternative to traditional approaches primarily focused on the grammar-translation method. The article presents an analysis grounded in the author's pedagogical experience, highlighting sociolinguistic differences between Modern Standard Arabic and regional dialects, the communication etiquette of Arab societies, and the incorporation of sociocultural factors into the educational process.

Arabic language teaching methodology, professional competence, intercultural communication, linguodidactics, sociocultural approach, intercultural mediator, standard language and dialect, pedagogical mastery.

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