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History provides the basis for nations’ existence. Yet, history is capable of telling different stories in relation to the same events. It is also open to manipulation and distortion. More so than ever, this is the case with the easy availability and cross border reach of many forms of media. In addition, the concept of public history recognises that representations of history are not made solely by professional historians. The conclusion that must be reached from this is that history is open to contesting and it is not necessarily a fair contest favouring accuracy. This paper argues that law and legal scholars can play a role in settling significant historical disputes by applying the rigour of legal dispute settlement institutions. Consideration of evidence and narrowing arguments to relevant issues are of significant worth. These possibilities are illustrated through the debates surrounding two significant atrocities of history, the Great Irish Famine and the Ukrainian Holodomor. Both events have a critical place in the nation-building of the Irish and the Ukrainians, yet the debate rages on as to whether they may or may not be genocide. We review the historical issues and the genocide issue and suggest that legal scholars rather than historians may assist in settling rather than perpetuating the disputes.

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Since cultural and professional contacts between representatives of different countries are actively developing, the ability to establish intercultural relations and solve operational problems in professional and social spheres is one of the critical professional characteristics of higher education graduates. The intensification of global integration processes determines the state's social order for the education of high-skilled, communicatively competent graduates, highly mobile and competitive in the European and global labor markets. The increasing scale of international cooperation requires future specialists not only the rapid and effective implementation of innovative technologies but also the use of foreign experience in the relevant professional sphere, effective professional communication with international partners, change, and adaptation to new social conditions. In the Ukrainian higher education sector standards, a communicatively competent specialist is characterized as a person who can understand and accept the ethical norms and models of communicative behavior of other cultures, shows adaptability and interpersonal skills in communication, and has tolerance to foreign partners. Furthermore, the future specialists' tasks include the organization of fruitful cooperation with foreign partners, including the lifelong learning ability, managing information flows, preventing potential communication difficulties, and identifying and eliminating the causes of conflict situations. Therefore, training professional skills that promote the development of foreign language communicative competence is a priority task of higher education. Thus, the ability to effectively communicate is one of the most popular qualities in today's market because, in different spheres of activity, there is a constant need for people who can present new projects, stand up for ideas, lead discussions, and refute and convince opponents. Understanding the importance of the multicultural society problem within the context of globalization and especially the Ukrainian society, and the need for multicultural education is becoming increasingly important. While applying the competence approach in education based on one's abilities and social status, it is crucial to form multicultural competencies and acquire the appropriate level of interpersonal relationships experience for successful social functioning. This research aims at the theoretical and practical study of the process components of forming students' foreign language communicative competence within the context of their activities in the educational and scientific sphere, taking into account the rapid development of social culture and worldwide globalization of education and science. Methodology. We used the analytical method of studying the set question together with synthesis, abstraction, generalization, explanation, and classification to analyze scientific research on this issue. We applied observations, comparisons, and measures to prepare the practical part of the work. Results. According to the study results, the research team systematized and determined the opinions of domestic and foreign scientists on the structure and specific features of foreign language communicative competence development and the ways of this communicative skills optimization type among students.