METHODS OF DEVELOPING FOREIGN LANGUAGE COMPETENCE OF MASTER’S STUDENTS IN ECONOMICS UNDER THE INFORMATION-DIGITAL APPROACH

Abstract

The article examines the problem of identifying effective methods for developing foreign language competence of master’s students within the context of the information-digital approach. It substantiates the need to move away from traditional models focused mainly on grammar-translation practice in favor of innovative methods that combine classroom and digital learner activity. A theoretical analysis of scholarly works demonstrated the growing attention of both international and Ukrainian academic communities to Task-Based Language Teaching (TBLT), the Flipped Classroom, and Blended Learning. These methods are considered as tools capable of increasing the practical orientation of foreign language training, intensifying the development of communicative skills, and ensuring the integration of digital resources into the educational process. At the empirical level, observations and surveys of master’s students of non-philological specialties were conducted in several Ukrainian higher education institutions. The results revealed that students show readiness to use digital platforms and positively evaluate the implementation of innovative methods. The Flipped Classroom model received particularly favorable feedback, as it allows more efficient use of limited classroom time and focuses on interactive activities. The Blended Learning model also gained strong support, with students recognizing it as the most adaptive to current educational realities, since it combines the flexibility of online formats with the value of direct interaction with the teacher and peers. The generalization of findings led to the conclusion that combining TBLT, Flipped Classroom, and Blended Learning within the information-digital approach creates a holistic system of foreign language training that meets the needs of Ukrainian master’s programs while aligning with international educational trends.