Serhiy Danylyuk

Teaching and learning in the higher education environment are being fundamentally transformed by digital technologies, and the pace of technological change is aggravating the problem. The global changes caused all higher education environments to move away from traditional teaching and learning that simply no longer adapt to the challenges of a rapidly changing educational environment. This also applies to learning a foreign language. Therefore, the aim of the study was to determine the role of digital technologies in the educational process when building students’ foreign language competencies. The aim was achieved by using the methods of testing, survey, observation and expert evaluation. Statistical methods of analysis were used to interpret the obtained results. The results of the study gave groundsto state that the use of digital technologies when studying a foreign language has a positive effect compared to the results of the control group who studied according to the traditional programme. It was also determined that the students of the control group highly appreciated the usefulness of technology and also noted that the teachers’ support in the learning process is an important factor for successful learning of the material. The novelty of the research is that it was conducted in the conditions ofoffline learning and analysed how it is possible to more effectively stimulate the development of foreign language competencies with the help of digital technologies. The development of a programme using digital technologies to improve the communication skills of foreign language students can become a promising research direction.

The aim of the article was to evaluate the effectiveness of emotional support in the introduction of information technology in higher educational institutions during martial law. The following methods were used: general theoretical; testing, analysis of products of activity, formative experiment, statistical methods. Motivational, cognitive, activity and reflective components of professional competence were identified in the course of theoretical analysis. The medium indicators of dominance of cognitive, activity and reflective components of professional competence of students during martial law were recorded. The motivational component was the least developed. Experimental impact is effective for the development of motivational and cognitive components, but requires further clarification in the development of activity and reflective components. The significance of the changes is confirmed by statistical verification of the data. Prospects for research on the problem involve expanding the number and duration of research on the use of educational information technology during martial law.