Abstract
<jats:p>This article provides a scientific and theoretical analysis of the pedagogical content, essence, and structural components of social activity competence in female students. Social activity competence is interpreted as an integrative personal quality that reflects active participation in social life, civic position, leadership potential, as well as communicative and reflective skills within the modern higher education system. The study reveals the pedagogical opportunities for developing female students’ social activity based on competency-based, transformative, and learner-centered pedagogical approaches. In addition, the motivational-value, cognitive, activity-based, and reflective components of social activity competence are characterized, and an integral pedagogical model of this competence is substantiated through their interrelation and integration.</jats:p>