Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations

The role of AI in optimizing maritime English learning for students with low language proficiency

K. Boiko — 2025-12-30

This article explores the potential of using artificial intelligence (AI) technologies to optimize the learning process in the context of teaching Maritime English to higher education students with low language proficiency. International research has demonstrated the high effectiveness of artificial intelligence applications in language learning, particularly in supporting students who face difficulties in mastering professional terminology and complex linguistic structures. AI is noted for its ability to support personalized learning approaches, as it helps identify and address studentsʼ individual weaknesses while enabling educators to create tailored learning materials that correspond to specific educational needs and learning objectives. The study also highlights the necessity for more comprehensive research on the integration of AI technologies into language training within Ukrainian higher education institutions, considering the growing demand for digital tools in maritime education.

The article presents the practical experience of teachers of Kherson State Maritime Academy in optimizing the curriculum of Maritime English course through the use of AI-powered chatbots, including ChatGPT, Microsoft Copilot, and Google Gemini, to support students with low language proficiency. Examples of simplified texts and tasks from “Ship Arrangement” module are provided as it contains specialized terminology which can be challenging for students with limited language skills.

The integration of AI technologies into the learning process has enables students with low language proficiency to successfully grasp complex professional topics and prepare for practical shipboard activities. The findings demonstrate that AI not only facilitates a personalized approach to teaching Maritime English but also enhances studentsʼ competency development, promotes more effective material comprehension, and supports development of communication skills.

Studying the history and culture of Ukraine as a means of forming intercultural communicative competence among international students

H. Bondarenko — 2025-12-30

The article is devoted to substantiating the role of studying the history and culture of Ukraine as a key factor in forming intercultural communicative competence among international students in higher education. The study analyses contemporary academic approaches to the structure of intercultural communication and establishes that language training alone cannot ensure a full understanding of sociocultural norms without integrating materials of historical and cultural content. The relevance of the work is determined by the need to update methodological approaches to the training of international students, to strengthen the role of humanities in developing intercultural dialogue, and to overcome cultural barriers in the learning process. Teaching the history of Ukraine and Ukrainian culture to international students acquires particular significance, as it performs not only an educational but also an important image-building function, contributing to the formation of a holistic understanding of Ukraine in the global context.

The purpose of the article is to determine the importance of cultural and historical training of international students as a necessary condition for effective intercultural interaction, which ensures a deeper understanding of the semantic, pragmatic, and contextual features of communication in Ukrainian society. The methodological basis of the study is an interdisciplinary approach that combines developments in intercultural communication theory, cultural studies, and educational anthropology. To clarify the impact of the cultural component on the formation of intercultural communicative competence, the study employs the method of structural-functional analysis and elements of pedagogical observation.

The obtained results demonstrate that materials on the history, culture, and national traditions of Ukraine contribute to forming a holistic cultural perspective, expand the context of educational interaction, enhance motivation, and create conditions for the development of communicative flexibility. It is revealed that systematic work with cultural meanings and value orientations significantly strengthens studentsʼ ability to interpret cultural differences, increases tolerance, and ensures more effective adaptation to the Ukrainian sociocultural environment. The findings have practical significance for developing methodological recommendations and curricula aimed at improving the system of intercultural training of international students under conditions of university internationalization.

Interdisciplinary integration of economics and linguistics: Corpus-based vocabulary modelling for Financial English

O. Zatserkovnyi — 2025-12-30

This study addresses the growing need for linguistically grounded and domain-sensitive vocabulary modelling in Financial English by integrating methods from corpus linguistics with insights from financial discourse analysis. While financial communication is central to global economic systems, the vocabulary that structures this domain remains under-examined, particularly in terms of how lexical items function across different genres such as journalism, corporate reporting, and regulatory texts. This gap is especially evident in English for Specific Purposes (ESP) instruction, where existing materials often lack empirical grounding and fail to reflect the complexity of real-world financial language use. The purpose of the study is to develop a corpus-based vocabulary model that captures the semantic, collocational, and discourse functions of Financial English vocabulary. A 878,000-word Financial English Corpus (FEC) was constructed, incorporating 220 texts from financial journalism, corporate financial reports, and institutional regulatory documents. The methodological framework includes frequency analysis, mutual information (MI)-based collocational profiling, semantic tagging using the UCREL USAS system, and qualitative concordance analysis. The results demonstrate that core financial terms such as inflation, capital, risk, and yield exhibit genre-specific frequencies, collocational partners, and discourse functions. For instance, inflation is highly evaluative in regulatory discourse, while capital is linked to strategy in corporate texts. Semantic tagging revealed a significant presence of evaluative and affective language, challenging assumptions of objectivity in financial writing. The study concludes that a corpus-based model offers a replicable and pedagogically valuable approach to specialised vocabulary. The output has practical implications for ESP instruction, terminology management, and financial NLP, contributing to a more nuanced understanding of how financial meaning is constructed in institutional contexts.

The rise of Ukrainian language education in France: educational policies, institutional actors, and contemporary challenges

А. Ivashchuk — 2025-12-30

The article examines the recent and rapid expansion of Ukrainian language education in France, a process driven by changes in educational policy, increasing societal interest, and strengthened cultural and diplomatic ties between Ukraine and France. Following the large-scale arrival of Ukrainian citizens in 2022, French educational institutions have taken significant steps to integrate Ukrainian at various levels of schooling. Key developments include the introduction of Ukrainian as a second foreign language (LV2) in collèges and lycées, the provision of targeted support for newly arrived Ukrainian-speaking pupils through CASNAV structures, and the longstanding academic presence of Ukrainian studies at INALCO. The study analyses official policy documents, institutional initiatives, media reports, and digital learning resources to provide a comprehensive overview of the current landscape. Particular attention is given to the role of cultural diplomacy, public communication, and innovative teaching tools – such as self-study manuals and digital platforms – that help compensate for the limited availability of traditional teaching materials. The article demonstrates that Ukrainian language instruction in France has moved beyond emergency measures and is gradually becoming a stable component of the national multilingual education framework. Despite persistent challenges, including the shortage of qualified teachers and the need for standardised curricula, the ongoing institutional support and growing public interest indicate strong potential for the long-term development of Ukrainian language education within the French system. The findings highlight the importance of continued research into pedagogical practices, learner needs, and cross-institutional cooperation in order to support this emerging field.

Digital learning revolution: MOOCs as a viable alternative to university education

M. Opyr — 2025-12-30

The article examines the role of Massive Open Online Courses (MOOCs) in the professional activities of university teachers in Ukraine, particularly in the context of digital transformation and the disruption of traditional educational processes due to wartime conditions. The need for flexible, accessible, and resilient educational solutions has become increasingly important to sustain teaching and learning despite various institutional, infrastructural, and geographic challenges. Special attention is paid to the possibilities of translating the theoretical potential of MOOCs into practical language teaching, including their use for developing communicative competence, improving teachersʼ digital pedagogy, and enriching foreign language courses through authentic multimedia content, interactive tasks, and self-paced learning modules.

The study aims to explore the attitudes of Ukrainian university educators toward the use of MOOCs, identify the factors influencing their adoption, and assess how MOOCs contribute to professional development and the modernisation of higher education by outlining concrete ways MOOCs can be embedded into blended and language-oriented instructional models. A mixed-methods approach was employed, which combined an online survey with qualitative feedback to gather both quantitative data and deeper insights into educatorsʼ experiences. The results indicate that most respondents are aware of major MOOC platforms and actively utilize them for professional development. Educators recognize several advantages of MOOCs, including flexible scheduling, access to high-quality materials, opportunities for independent learning, and exposure to global expertise. They also noted that MOOCs aid in the development of digital skills and support innovative teaching practices. However, various barriers were identified, such as limited time resources, inconsistent digital infrastructure in certain areas, inadequate institutional support, and a lack of clear recommendations for integrating MOOCs into formal curricula. The study concludes that MOOCs have considerable potential to enhance the resilience and adaptability of higher education in Ukraine. Effective integration of MOOCs requires coordinated institutional policies, methodological guidance, professional development initiatives, and ongoing investment in digital infrastructure. The findings contribute to a better understanding of educatorsʼ digital practices and highlight strategic directions for improving the role of MOOCs in modern higher education.

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

O. Pavlenko — 2025-12-30

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.

Flipped learning as means of enhancing the cognitive activity of philology students

A. Pohorila — 2025-12-30

The article investigates flipped learning as an innovative and highly effective pedagogical approach that serves as a tool for enhancing the cognitive activity of philology students in the process of studying foreign languages at higher educational institutions. The study emphasizes that contemporary language teaching methodologies are oriented toward developing learnersʼ autonomy, critical thinking, analytical and communicative competences, as well as fostering self-directed learning and responsibility for academic progress. Flipped learning (flipped classroom) implies an inversion of the traditional structure of the educational process: the acquisition of theoretical knowledge takes place outside the classroom through video lectures, interactive tasks, and online educational resources, while classroom time is devoted to practical exercises, analytical and creative activities, group work, discussions, and project-based learning. The article analyzes the theoretical foundations of the flipped learning approach, its methodological principles, and its connections with construction, activity-based, and competence-oriented pedagogical frameworks. The methodology of implementing flipped learning in the curriculum for philology students is outlined, including the description of main instructional stages, types of digital tools and platforms used, and strategies for ensuring effective interaction with learning content both online and in face-to-face settings. Empirical observations and student survey results demonstrate that the application of flipped learning significantly increases studentsʼ motivation, supports the development of autonomy and reflective thinking, fosters responsible attitudes toward personal learning, and stimulates active application of language skills in practical contexts. The study concludes that flipped learning is not only an innovative instructional technology but also an effective pedagogical strategy that contributes to the formation of active, responsible, and creative future philologists while improving the overall quality of language education in higher education institutions.