This paper examines the level of reflexive skills among prospective social educators as a
foundation for developing acmeological competence. Acmeological competence is essential in the training
of social educators, as it enhances their professional competitiveness and effectiveness. This study aimed to
explore the significance of reflective skills in the development of acmeological competence among future social
educators, as well as to assess the current level of their reflective skill formation. Methodology and Methods.
To achieve this, the authors conducted a theoretical analysis of existing literature and utilized a survey method
to gather data from prospective social educators. Results. The findings indicate that while the respondents
demonstrate an awareness of their strengths and weaknesses, there remains a need for further development in
areas such as critical thinking, value awareness, and other key reflective dimensions. Scientific novelty. The study
highlights the necessity of designing and implementing specialized techniques or training programs to foster
reflective abilities within the educational process for social educators. To achieve higher levels of professional
accomplishment, social educators must be able to adjust their behavior, clearly understand their goals, and
evaluate their outcomes. Practical significance. Without well-developed abilities in self-awareness and self
understanding, the growth of their professional identity and expertise becomes unattainable.