A PEDAGOGICAL MODEL FOR DEVELOPING DIGITAL COMPETENCE OF PHILOLOGY STUDENTS IN HIGHER EDUCATION

Abstract

The digital transformation of higher education has significantly changed the requirements for the professional training of future specialists, including philology students. In modern educational and professional environments, philologists are expected to demonstrate not only strong linguistic and literary knowledge but also a well-developed level of digital competence. The purpose of this study is to develop and theoretically substantiate a pedagogical model for the development of digital competence among philology students in higher education institutions. The research is based on a competency-based, systemic, and activity-oriented approach. The proposed model includes target, content, technological, and evaluative components and is implemented through digital educational tools, interactive methods, and practice-oriented learning activities. The results of the study confirm that the implementation of the proposed pedagogical model contributes to the effective development of digital competence and enhances students’ professional readiness for work in a digital educational environment.