Abstract:
This study examines the pedagogical integration of collaboration and critical thinking within the LifeComp Framework in Business English higher education. Drawing on competence-based education, collaboration is framed as dialogic co-construction and shared agency, while critical thinking is conceptualized as reflective, evidence-based judgement in professional discourse. A structured classroom intervention employing case-based learning, simulations, and technology-mediated tasks was implemented with undergraduate students. The article proposes a competence-aligned model for employability-oriented Business English instruction.
