Formation of digital competence of future philologists through internet resources: theoretical-methodological and practice-oriented perspectives

Abstract

The relevance of this study is driven by the rapid digitalization of society, which fundamentally reshapes the educational landscape and alters the professional competencies required of philologists and foreign language educators. Digitalization is viewed not merely as an auxiliary tool but as a critical prerequisite for effective professional activity in technology-rich environments. This necessitates the development of an integrated set of digital, communicative, linguistic, and research skills in future specialists, aligning with the contemporary labor market demands and frameworks such as DigComp and DigCompEdu. The study aims to identify the theoretical and methodological foundations for fostering digital competence in future philologists and to propose practice-oriented recommendations for the systematic integration of Internet resources into English language instruction. Methodologically, the research employs a comprehensive analysis of scientific, pedagogical, and linguodidactic literature, as well as systematization, classification, and modeling techniques. The conceptual scope of “digital competence of a philologist” is clarified. A functional classification of Internet resources for foreign language teaching was conducted, resulting in the identification of five categories: resources for working with authentic language materials, platforms for developing language skills, tools for creating digital learning content, LMS platforms and synchronous communication tools, and resources for assessment and self-assessment. The study highlights that Internet resources are a potent instrument for enhancing student motivation, personalizing learning, providing access to authentic materials, and fostering the comprehensive development of digital, linguistic, and communicative competencies. However, effective integration requires addressing challenges such as technical limitations, digital inequality, and critical evaluation of content and digital security concerns. Future research directions include empirical studies to assess the impact of different types of resources on learning outcomes and the design of adaptive learning models tailored to diverse learner profiles.