DEVELOPING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF HIGHER EDUCATION STUDENTS IN THE CONTEXT OF DIGITALIZATION AND PEDAGOGICAL INNOVATIONS

Abstract

Introduction. The article addresses the problem of developing professional foreign language competence among higher education students under the influence of digitalization, societal transformations, and pedagogical innovations. Foreign language instruction is no longer seen solely as an academic subject, but rather as a tool for intercultural communication, scientific mobility, and access to up-to-date professional knowledge. However, traditional teaching methods often fail to meet the demands of the rapidly changing educational environment. Purpose. The aim of the study is to theoretically substantiate and practically analyze effective pedagogical approaches to the development of professional foreign language competence in higher education students within the context of digital transformation. Methods. The research employs analytical, comparative, and synthetic methods. A content analysis of modern scientific sources is conducted, focusing on educational technologies, digital platforms, and the structure of foreign language competence. Results. The article outlines the structure and components of professional foreign language competence (motivational, cognitive, operational, and reflective); evaluates the use of digital tools (Moodle, Quizlet, Padlet, Jamboard, MindMeister); and discusses the effectiveness of project-based, blended, and CLIL (Content and Language Integrated Learning) approaches. Emphasis is placed on the importance of pedagogical support, ethical implementation of AI, and the instructor’s role as an educational moderator. The study confirms that digitalization and innovative teaching methods ensure adaptability, professional mobility, and the development of students' intercultural skills. Originality. The research proposes an integrated model for developing professional foreign language competence, incorporating ICT, artificial intelligence, and modern pedagogical approaches. For the first time, pedagogical conditions for the effective implementation of blended learning formats are systematized to ensure a high level of language proficiency. Conclusions. The development of professional foreign language competence is a strategic objective of modern higher education. Its effectiveness depends on the ability of educators to integrate digital platforms and innovations, personalize learning, and respond to wartime and informational challenges. The findings may serve as a foundation for improving curricula, enhancing teacher qualifications, and implementing digital transformation strategies in higher education institutions.