PEDAGOGICAL, PSYCHOLOGICAL, AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING ENGLISH COMMUNICATIVE COMPETENCE AMONG STUDENTS OF NON-PHILOLOGICAL FIELDS IN A TECHNOLOGY-ENHANCED EDUCATIONAL ENVIRONMENT

Abstract

The ongoing processes of globalization and digital transformation have substantially changed the requirements placed on foreign-language education in higher education institutions. In this context, improving the content, organization, and instructional methodology of English language teaching has become an increasingly significant pedagogical priority. For students enrolled in non-philological academic programs, proficiency in English cannot be reduced to the acquisition of vocabulary, grammatical structures, and other linguistic elements. Their future professional development requires the ability to communicate effectively with international colleagues, locate and critically examine professional information in English, conduct formal correspondence, deliver professional presentations, participate in discussions and negotiations, and express ideas accurately in a wide range of occupational contexts.