DEVELOPING ENGLISH LEXICAL COMPETENCE OF HIGHER EDUCATION STUDENTS THROUGH DIGITAL EDUCATIONAL SERVICES

Abstract

Introduction. The rapid digitalization of the educational environment has profoundly transformed higher education, creating new opportunities for the improvement of foreign language teaching. In the Ukrainian context, this transformation is especially relevant under the conditions of distance and blended learning, which have become dominant due to societal challenges and wartime restrictions. At the same time, the development of English lexical competence among future foreign language teachers remains one of the core objectives of their professional training. Ensuring effective vocabulary acquisition requires a balanced combination of traditional pedagogical approaches and innovative digital tools, which make learning more flexible, interactive, and motivating. Purpose. The purpose of this study is to substantiate the importance of digital educational services for the effective development of English lexical competence among higher education students of pedagogical specialties, with particular emphasis on the course Practical English. The research aims to identify and describe digital resources and task types that can maximize the effectiveness of lexical training in the distance and blended learning formats. Methods. The methodological basis of the study includes a theoretical analysis of Ukrainian scientific sources, a synthesis of pedagogical approaches to the formation of lexical competence, and a comparative review of digital tools used in foreign language teaching. The study contains elements of content analysis of digital platforms and their didactic potential. Results. The findings demonstrate that the integration of digital educational services such as Miro, Canva, Cambridge Dictionary, Xmind, Nearpod, and Quizlet significantly enhances the process of vocabulary development. These tools provide access to authentic resources, enable interactive task design, support collaboration, and facilitate the individualization of learning trajectories. The results confirm that digital services contribute to increased student motivation, the development of critical thinking, and the improvement of autonomous learning skills. Furthermore, they allow for the adaptation of vocabulary materials to various proficiency levels and provide instant feedback, thus ensuring a higher quality of English language acquisition. Originality. The originality of this research lies in the proposed conceptualization of English lexical competence for future teachers as the ability not only to adequately perceive and use lexical units but also to effectively teach vocabulary to others, employing digital services. Unlike previous studies, this research systematically demonstrates how specific digital platforms can be directly integrated into the tasks of the Practical English course, offering concrete examples of their application and pedagogical efficiency. Conclusion. The study concludes that the implementation of digital educational services in English language teaching is a timely and socially significant step toward the modernization of higher education. Such tools allow for the creation of dynamic, engaging, and student-centered learning environments, which meet the demands of globalization and the digital age. They also foster the development of digital literacy, which is an essential component of professional competence for modern teachers. The results of this research can serve as a methodological basis for the development of practical recommendations on the use of digital services in teaching English vocabulary, as well as for further studies of their impact on communicative competence in different educational formats.