Digital technologies in the process of teaching philological disciplines

Abstract

Modern education requires innovative approaches to organizing the educational process, particularly in the teaching of philological disciplines, where the use of digital technologies as a means of modernizing content, forms, and methods of teaching is becoming increasingly relevant. The purposeof the article is to analyze the potential of digital tools in the process of teaching philological disciplines for the formation of communicative, linguistic, intercultural and digital competencies of students. Methods. The study employed methods of pedagogical observation, content analysis, comparative analysis, modeling, questioning of philology students and teachers from higher education institutions, as well as elements of pedagogical experimentation. As a result of the study, it was found that the digital technologies (educational platforms, multimedia resources, mobile applications, interactive exercises, online courses, electronic dictionaries, simulated language environments) contribute to increased learning motivation, improved academic results, increased interest in language learning, development of critical thinking, creativity and independent work skills. It has been established that students who are actively involved in the digital educational environment demonstrate higher results in the formation of speech production, strategic reading, writing, listening, and the application of intercultural knowledge in communicative situations. The conclusions emphasize that the effective integration of digital technologies in teaching philological disciplines requires a systematic revision of didactic approaches, improving the digital literacy of teachers, creating teaching and learning environments adapted to the digital landscape, and fostering a digital culture within the academic space. The importance of transforming philological education by the principles of openness, personalization, interactivity, interdisciplinarity, and lifelong learning is emphasized. Prospects for further research in the direction of creating digital educational ecosystems for philological training, integrating artificial intelligence into language education, enhancing distance learning formats, and ensuring the quality of language training in the digital realm are identified.