Anincremental model for professional language training in a digital educational environment

Abstract

The paper presents the theoretical justification and experimental implementation of an incremental model designed to enhance professional foreign language training in the digital educational environment of a technical university. The study is conducted in the broader context of education digitalization and the increasing demand for flexible, step-by-step learning models that align with the specific communicative needs of engineering students. Emphasizing the structured development of four key skills– cooperation, critical thinking, creativity, and professional communication– the model integrates pedagogical principles and methods relevant to 21stcentury challenges. These methods and formats supported dynamic, student-centred training and facilitated the integration of linguistic content with domain-specific professional communication. The article also outlines the methodological tools applied in the study, including comparative analysis, modelling, and pedagogical observation, which enable the identification of systemic factors influencing language training outcomes. The f indings indicate that a gradual, resource-supported approach to language training more effectively accommodates the learning trajectories of students while fostering motivation, adaptability, and linguistic autonomy. These f indings contribute to the ongoing discourse on flexible digital pedagogies and provide a scalable model for integration into modern technical education.