Scientific and informational support for foreign language instruction for non-philological students in modern higher education

Olha Ameridze; Volodymyr Doroshenko; Olena Shepeleva

doi:10.32405/2663-5739-2026-10-252-265

Olha Ameridze Doctor of Philosophy in Educational and Pedagogical Sciences, Associate Professor of the Department of Philology and Translation, Kyiv National University of Technologies and Design
Volodymyr Doroshenko Candidate of Historical Sciences, Doctor of Science in Public Administration, Associate Professor of the Department of Philology and Translation, Kyiv National University of Technologies and Design
Olena Shepeleva Senior lecturer of the Department of English for Humanities № 3, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

DOI: https://doi.org/10.32405/2663-5739-2026-10-252-265

Keywords: scientific and informational support, foreign language learning, non-philological students, higher education, information and communication technologies, professional competence.

Abstract

The article examines the specifics of scientific and informational support in the process of foreign language acquisition among students majoring in non-philological disciplines and delineates its critical role in fostering professionally oriented foreign language competence within the contemporary context of higher education. The study underscores that scientific and informational support functions as an integrated pedagogical system, encompassing content, technological, methodological, and organizational components, each contributing to the optimization of the learning process. The content component involves a purposeful and systematic use of authentic learning materials, including scholarly publications, technical documentation, and professional reports, which are carefully adapted to the specific characteristics of students’ respective fields of study. This approach ensures a high degree of relevance of the instructional content and its practical applicability in future professional activities, thereby contributing to the development of competencies directly associated with professional practice. The technological component emphasizes the deployment of modern information and communication technologies (ICTs), including learning management systems, online courses, mobile applications, and artificial intelligence tools, which facilitate blended and distance learning modalities while supporting personalized and adaptive educational trajectories. The methodological approach integrates communicative, competency-based, activity-oriented, and CLIL (Content and Language Integrated Learning) frameworks, promoting the simultaneous development of linguistic, cognitive, and intercultural competencies. Additionally, project-based learning and role-playing activities are employed to enhance the integration of professional expertise with language skills, fostering authentic and practice-oriented learning experiences. From an organizational perspective, interdisciplinary collaboration and meticulous planning are emphasized as essential mechanisms to align foreign language instruction with professional curricula effectively. The study identifies several challenges, including heterogeneity in language proficiency levels, limited instructional time, a lack of adapted pedagogical materials, and the necessity to enhance educators’ digital literacy and technological competencies. Proposed solutions include the implementation of innovative pedagogical technologies, systematic curriculum updates, expanded interdisciplinary cooperation, and the integration of adaptive learning systems tailored to individual learner profiles.

The findings of the study suggest that scientific and informational support constitutes a strategic instrument for the modernization of higher education, the enhancement of students’ professional foreign language competence, and the preparation of competitive specialists capable of functioning effectively in a globalized professional environment.