Keyword: «didactic potential»

The article provides an analytical description of the state of the teaching foreign languages process in rural schools in Russia. A contradiction was revealed between the increasing requirements of a modern school for foreign language teachers and the insufficiently high level of their actual professional competence. The component composition of the main professional competencies based on personal, communicative and didactic skills of a foreign language teacher is described. The possibilities of the Internet are substantiated in order to increase the level of proficiency in these teaching competencies while solving organizational, pedagogical and methodological tasks of teaching foreign languages in a rural school. The using of active and interactive didactic technologies actualizes the resource potential, and educational Internet portals contribute to the self-education and self-improvement of foreign language teachers.

The relevance of the research is due to the didactic opportunities of 3D modeling tools for personally-oriented learning and involving students in solving problematic tasks of a creative nature, as an important condition for improving the quality of educational results and training of graduates. The research problem is determined by the contradiction between the opportunities of 3D technologies to improve the quality of learning by taking into account the individual characteristics of the student’s personality, cognitive interests, professional aspirations and the learning model used in educational organizations. The aim of the study is to substantiate theoretically and verify experimentally the effectiveness of 3D modeling technologies use for personalization and improving the quality of learning. The research methodology is based on the analysis and generalization of the works of foreign and domestic authors concerning the issues of learning personalization, 3D modeling tools use for the design of educational environment. Evaluation of the quality of learning, analysis of three-dimensional models, observation, and generalization of the results were carried out during the pedagogical experiment. 55 fourth-year students of the Faculty of Computer and Physical and Mathematical Sciences of the Vyatka State University in Kirov were involved in the study. Statistical validation of the obtained results reliability was performed with the use of Mann-Whitney test. The authors clarified the concepts of “personalization of learning”, “creative activity” taking into account challenges to the digital educational environment and focusing on the training of specialists who would be in demand in future. The problems of personalization of education (awareness of choice, gradation of the system of tasks) are identified; they are described from the perspective of teachers and students. The potential of 3D-technologies with respect to improving the quality of graduates’ training is investigated due to the possibilities of taking into account their individual age and psychological characteristics in a personalized educational program. Some features of personally-oriented learning based on 3D modeling technologies are revealed by the authors on the example of conscious choice by students of a software tool, the study of theoretical foundations and three-dimensional modeling tools, solving structured tasks of a creative nature, constructing design solutions. The materials of the article may be used, firstly, to ensure the personalization of learning during the creative work of students to make 3D models; secondly, to support vocational guidance and personal self-realization, taking into account the priorities of the digital economy.

The relevance of the study is driven by the global digital transformation of economic systems and the emergence of a new technological paradigm, which leads to stricter requirements for the level of professional foreign language proficiency among specialists in the field of international economic relations. A contradiction has emerged: on the one hand, the labour market is in dire need of economists capable of effective foreign language communication in a digital environment; on the other hand, the didactic resources of artificial intelligence technologies for solving this problem remain insufficiently studied. The cognitive characteristics of the modern “digital generation” of students, whose educational expectations and ways of processing information differ significantly from those of the past, add further urgency to the issue. The aim of the article is to identify, structure, and characterise the didactic potential of applying artificial intelligence technologies in the process of professional language training of future international economists through a comprehensive analysis. The methodological basis of the work includes methods of theoretical analysis of Russian and foreign scientific-pedagogical literature, as well as systematisation of AI-based digital tools relevant for language education in economic universities. The results of the study theoretically substantiate the feasibility of integrating AI technologies into the practice of professionally oriented foreign language teaching. The didactic potential of these technologies is systematised in five areas: using interactive formats (chatbots, voice assistants) to increase learning motivation; applying algorithmic spaced repetition for effective acquisition of professional vocabulary; modelling authentic professional situations and cases using generative neural networks (ChatGPT, BloombergGPT, Finprophet); designing individual educational trajectories based on adaptive algorithms; and organising instant evaluative feedback that overcomes the shortcomings of traditional assessment methods. In addition, a classification is developed and proposed that includes six types of feedback generated by AI tools: educational social, informational referential, methodological, analytical, evaluative, and conditionally creative. Each type is associated with specific digital services and neural network solutions. The theoretical significance of the work lies in deepening scientific understanding of the mechanisms and principles of integrating AI technologies into the context of professionally oriented foreign language education. The practical significance consists in the development of comprehensive recommendations and specific examples of using AI tools, which can be directly implemented into the curricula of economic universities to improve the effectiveness of forming professional and communicative competences of future specialists.