INTEGRATIVE METHODOLOGIES FOR DEVELOPING DIGITAL COMPETENCE IN PHILOLOGY STUDENTS

Abstract

Annotation. This article explores integrative methodologies aimed at developing digital competence among philology students in higher education. As digital transformation reshapes language-related fields, philological education must adapt by embedding digital literacy into curricula through pedagogically coherent models. The study analyzes the convergence of multiple approaches including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), Flipped Learning, and Mobile-Assisted Language Learning (MALL) to enhance students’ technical, cognitive, and communicative dimensions of digital competence. The effectiveness of these methodologies is examined through recent empirical studies and practical implementations across philological faculties. A special focus is given to the development of learner autonomy, digital collaboration, critical thinking, and multimodal content creation. The article offers a comparative discussion of each method's contributions and challenges, followed by strategic recommendations for their integration into language and literature teaching. Ultimately, integrative pedagogical models are presented as a sustainable solution to foster future-ready digital skills among philology students.