Language courses as a component of the non-formal education system of Ukraine

Abstract

The aim of the article is to analyse the current state of language courses within the system of non-formal education in Ukraine and to identify the key challenges and limitations of existing approaches to the development of foreign language communicative competence (FLCC) in the context of such courses. The objectives of this article are to examine the current functioning of language courses in Ukraine’s non-formal education system and to determine the key issues and potential avenues for enhancing the development of learners’ foreign language communicative competence. The relevance of the study is driven by the limited scholarly attention to the potential of language courses (LCs) as a component of non-formal education, particularly in view of the growing demand for foreign language learning in recent years following the imposition of martial law in Ukraine in 2022, together with the need to meet learners’ communicative requirements for study, employment, and effective sociocultural integration in a foreign-language environment. The study employed a combination of theoretical and empirical methods. Theoretical methods included the analysis of scholarly literature, legislative and regulatory documents of Ukraine, recommendations of the Ministry of Education and Science of Ukraine, and official government sources. Empirical methods included the review and analysis of state-funded language courses, their comparison, identification of shortcomings, and the examination of learners’ goals and needs. The findings indicate that language courses are organised with consideration of learners’ needs, contribute to the improvement of language proficiency, and promote autonomous learning. The study found that LCs fulfil compensatory, professional, and sociocultural functions. Research results. The analysis of the current state of LCs in Ukraine revealed an increasing public interest in foreign language learning; however, a persistent gap exists between the capacities of available courses and the expectations of learners, who tend to prefer practice-oriented communicative programmes. It was also found that the expansion of online learning, driven by digitalisation and limited opportunities for in-person attendance, intensifies the demand for autonomous and self-motivated learning. Conclusions. Language courses function as a significant component of non-formal education and supplement the formal education system by addressing language deficiencies among learners with clearly defined educational, relocation-related, or professional needs. The growing demand for LCs in the context of the ongoing war underscores the necessity of developing a comprehensive national strategy for their advancement, unifying methodological frameworks, and integrating technological solutions into the instructional process. The study provides an overview and typology of existing state and private language courses, identifies their limitations, and outlines potential directions for improvement.