PUBLIC SPEAKING IN STUDENTS’ PROFESSIONAL DEVELOPMENT: AN EMPIRICAL COMPARISON OF THE BRIDGE CONFERENCE AND ACADEMIC PRACTICE AT MGIMO UNIVERSITY

Abstract

This paper empirically compares two approaches to public speaking in student professional development, namely The Bridge conference format and academic practice at MGIMO University, focusing on the role of presentation materials (or lack thereof) in the contemporary educational environment. This study uses an annual English-language conference The Bridge held at MGIMO University since 2022, as an example of a presentation format that does not include visual aids. The objective of the article is to identify differences in the purpose, preparation, and audience reception of student presentations. This study demonstrates that The Bridge conference format facilitates more focused preparation and active interaction with the audience compared to structured classroom sessions, substantiating the need to develop both formats (with and without visual aids) by integrating conference-style preparation into regular classes to improve learning outcomes and student engagement.