Globalization, digital transformation, and the growing significance of Sustainable Development foster the exchange of different approaches to philologist training to meet linguistic, cultural, and educational challenges. This study aims to identify and analyze efficient practices in philological education through a comparison of Turkish and Ukrainian higher education systems. The research objectives are to examine the conceptual foundations of “philology,” compare curricular structures, and evaluate curricular and interdisciplinary strategies contributing to the core professional competence development.

The research combines theoretical and empirical methods, including document analysis, methodology comparisons, and qualification framework and curriculum reviews. An emphasis is specifically put on how internationalization, artificial intelligence, and sustainability-related content are integrated into philologist training in each country.

The research outcomes reveal that Turkish universities focus on multilingualism and curricular flexibility, providing double majors and certificate programs. Ukrainian higher institutions show growing alignment with European educational standards, embedding sustainability, AI tools, and multi-levelled specializations. Both systems integrate digital technologies, providing students with essential analytical and intercultural competencies.

The study proves that a future-oriented philological education necessitates digital literacy and global awareness. The outcomes are relevant to any specialist training in different international environment. They offer the ways to improve philologist training in accordance with the European Higher Education Area and the UN’s 2030 Agenda for Sustainable Development.