Keyword: «digital didactics»

The relevance of the study is driven by the paradox of the current stage of digital transformation in higher education: despite the exponential growth of technological capabilities and the mass implementation of platform solutions, there is some stagnation in cognitive learning outcomes. This gap is reflected in the phenomena of "pseudo-learning," "interface hyper-activity," and the reduction of the category of "interactivity" to the level of technical system reactivity, indicating a crisis in the didactic foundations of digital learning. The aim of the research is the theoretical substantiation of interactivity as a fundamental didactic principle and the development of the conceptual model "Interactivity 4.0," describing its level of cognitive productivity and the mechanism of influence on the development of professional thinking. The methodological basis of the work consisted of a combination of theoretical methods: conceptual analysis and synthesis, historical-genetic method, comparative analysis of leading psychological and pedagogical theories (cultural-historical, activity theory, cognitive load theory), and theoretical modeling. As a result of the research, a four-level model of interactivity (1.0 - 4.0) has been developed and theoretically substantiated, demonstrating its evolution from interface reactivity to collaborative knowledge construction. The didactic mechanism of the influence of Interactivity 4.0 is revealed, consisting in the redistribution of cognitive load, creation of a "proximal development zone" through the organization of public knowledge verification, and the subsequent internalization of intellectual action methods. Criteria for demarcating pedagogically productive and simulative forms of digital interaction are formulated. The theoretical significance of the work lies in the rehabilitation of the didactic status of interactivity and the synthesis of the activity-based approach with cognitive load theory to explain the mechanisms of thinking development in cooperative digital environments. The practical significance consists in providing tools for designing cognitively productive educational environments, examining digital educational technologies, and auditing training courses.

The article presents the results of the study of the scientific and theoretical basis for microlearning-based teaching of foreign languages and foreign language communication. The aim of the study was to determine the specific methodological principles of microlearning and their relations with the fundamental didactic principles and methodological principles of teaching foreign languages. To confirm the relevance of using microlearning in educational organizations, a qualitative analysis of publications was made. The fields under investigation include the microlearning concept, its application in teaching foreign languages, the problem of methodological principles as a part of methodology basis and modern approaches to their classification and systematization, differential, individual, and personalized approaches to educational activities, cognitive-activity-based foundations of learning, and factors enveloping the educational process and related to its participants-oriented essence, as well as mediality, and pedagogical design. Scientometric databases were used to search for relevant publications. As a result of the study, microlearning-based methodological principles of teaching foreign languages and foreign language communication were formulated: the principle of mediality and multi-format microlearning of foreign languages, the principle of spaced repetition and content customized microlearning of foreign languages, the principle of combining synchronous and asynchronous learning forms, the principle of relying on the practice of informal learning of foreign languages, the principle of personalization of a foreign language educational trajectory. Their interrelations with the didactic and methodological principles of teaching foreign languages were also revealed, which allows us to talk about the appropriateness of pedagogical developments based on the hierarchical system of the given provisions and, as a result, the relevance of using this concept in the environment of formal educational institutions. The theoretical significance of this study lies in identifying crucial aspects of microlearning-based teaching of foreign languages and foreign language communication, which have a psychological and pedagogical rationale and determine the conditions and stages of the educational process. The practical significance of this study lies in its potential to improve the effectiveness of training courses, designed to include functional-and-communicative micromodules, foreign language communicative skills development algorithms, and assessment criteria.