Keyword: «digital technology»

The relevance of this study is determined by the changed modes of communication in the digital age, which imply the combination of different modalities for the perception and transmission of information — linguistic, visual, auditory, gestural, and spatial. As a multimodal tool, the listicle is defined by its unique structure and information organization, making it an effective resource for fostering language skills, critical thinking, and the ability to work with modern materials that meet the needs of the digital student generation. However, the potential of listicles as a medium for the multimodal approach to teaching English in higher education remains understudied. Accordingly, the aim of this study is to outline the principles for using listicles in the English language instruction of students in non-linguistic universities. The research is grounded in the social semiotic theory of multimodality by G. Kress and T. van Leeuwen, and also draws on the tenets of connectivism as advanced by G. Siemens and S. Downes. The study revealed the characteristic features of listicles, which include: concise presentation of information, accessibility and adaptability to diverse educational contexts, a hybrid nature, multimodality, hypertextuality, and a structured format. The article also outlines the stages for working with listicles, taking these features into account. These stages include: the focus on language skills and systems aimed at discussing the article as a whole, as well as interactive and collaborative reading; the analysis of the listicles' structure, which determines their methods of influencing readers and conveying meaning; and the creation of a listicle according to specified criteria. The theoretical significance of the article lies in the fact that the obtained data create a scientific basis for the inclusion of modern multimodal texts in the educational process, exemplified by listicles, and expand the scope of application of the multimodal approach in general. The practical implications of this work are that the proposed tasks can greatly diversify English language instruction and boost student engagement. They are designed to foster digital-age skills in handling multimodal sources of information and to prepare students for successful professional careers in the context of a constantly changing information landscape.

The article is devoted to the use of digital technologies in teaching Russian as a foreign language. Special attention is paid to individual electronic resources through which these technologies are implemented. Verb words are used as material to demonstrate the possibilities of resources. The developments presented in the article may be useful for teachers of Russian as a foreign language and for anyone interested in the teaching methodology of Russian language in the context of digitalization of education.

In the context of a dynamically changing information and digital learning environment, there is a need for a detailed study of the key areas of development of digital technologies and their impact on the process of professional training. This article provides a comprehensive analysis of current trends in the use of digital platforms in the context of training preservice teachers of professional education. The aim of this study is to provide a theoretical analysis and justification of the key vectors of the implementation of digital educational platforms and their impact on the transformation of pedagogical education. The article provides a detailed review of the conceptual models of integrating digital technologies into the process of professional training and their impact on the development of professional competences in preservice teachers. Special attention is paid to the integration of digital technologies into the process of organizing pedagogical support for students in the digital space of the university. The article substantiates the need for the systematic implementation of blended learning formats that provide a synergistic effect from the combination of traditional and innovative technologies. The importance of developing specialized digital platforms and software solutions aimed at automating routine operations and focusing on the creative component of teachers' professional training is emphasized. In the digital space of the university, new opportunities emerge for diagnosing and evaluating the levels of professional competency development. Traditional criteria (completeness of knowledge, correctness of actions, etc.) can be supplemented with indicators based on the analysis of digital influence on students. Key criteria for the success of an integrated approach within the framework of hybrid learning in higher education are evaluated, which allows identifying optimal strategies for improving the quality of professional education in the era of digital transformation. The theoretical significance of the research is determined by the need to rethink the conceptual foundations of teacher education in the context of digital transformation and the formation of «Education 4.0», the emphasis is shifting from the simple use of digital tools to the development of the student teacher's ability to integrate technology into the pedagogical process at the methodological level. Practical recommendations on the organization of the educational process are presented, taking into account the specifics of the university's digital learning environment and aimed at maximizing the potential of digital platforms to improve the quality of professional training for preservice teachers.