This thesis provides a theoretical analysis of the didactic principles for developing higher education students’ competence in using economic terminology in professional communication. The study is based on an analysis of scholarly sources related to terminology studies, lexical competence, English for Specific Purposes (ESP), and the communicative approach. The findings substantiate the interrelationship between the principles of scientific validity, systematicity, contextual learning, professional orientation, active communication, differentiation, and reflective assessment. A methodological sequence is proposed, progressing from understanding economic information to applying economic terminology in well-grounded negotiations and presentations. The conclusions are theoretical in nature, and the effectiveness of the proposed approach requires further verification through pedagogical experiments.