Interactive Technologies for Teaching Literary Editing in Master’s Degree Programs

Abstract

In the context of the modern development of higher education and the digitalization of the educational process, the implementation of interactive technologies in the professional training of master’s students in philology and publishing-editing fields is gaining particular importance. The need to develop a high level of professional competence in future editors, as well as their ability to work in a dynamic information environment, necessitates the use of innovative teaching methods that ensure active interaction among participants in the educational process. Aim. The aim of the article is to investigate the features of applying interactive teaching technologies in the process of teaching literary editing disciplines at the master’s level and to determine their impact on the formation of professional competence of future editors. Methods. The study employs general scientific methods of analysis, synthesis, generalization, and systematization of scholarly sources on interactive learning and literary editing. Comparative analysis methods are used to determine the effectiveness of different interactive technologies in the professional training of master’s students. Results. The essence of the concepts “interactive learning,” “interactive technologies,” and “literary editing” is defined, and their role in the modern educational process is outlined. The main interactive technologies that can be effectively used in teaching literary editing disciplines are analyzed, including the case method, project-based learning, business and role-playing games, discussions, training technologies, and blended and distance learning approaches. It is found that the use of interactive methods promotes the development of critical thinking, communicative competence, professional mobility, creativity, and skills of collaborative editorial work. The importance of using digital platforms and collaborative text-editing tools in the modern information environment is emphasized. Conclusions. It is proven that the implementation of interactive technologies in the master’s training system for future editors enhances the effectiveness of the educational process, ensures the formation of professional skills and competencies, activates students’ cognitive activity, and facilitates their adaptation to the current requirements of the media and publishing industries. Interactive technologies are an essential component of professional training for specialists capable of creative, analytical, and teamwork-based activity in the field of literary editing.