The Usage of Information and Communication Technologies in Teaching Russian Language at Iranian Universities

Aim. To comprehensively analyze the state, problems and prospects of using modern educational technologies in the process of teaching Russian as a foreign language in universities of the Islamic Republic of Iran. Methodology. Systematic approach, that makes it possible to consider the use of technologies as an element of the educational system of the university, competence-based approach, that focuses on the formation of students’ linguistic and digital competencies, modern concepts of computer linguo-didactics are the methodological foundations pf the study. The work uses theoretical methods (analysis of scientific literature, synthesis, generalization, systematization) and empirical methods (questionnaires of teachers and students, interviews, observation, analysis of teaching and methodological materials and digital educational resources). Results. It is revealed that technological tools should be selected and used carefully, considering the needs and meaning of learning. Tools such as podcasts, movies and educational software, online games, online language classes, websites, video tutorials, bilingual and monolingual dictionaries, and language learning with artificial intelligence are great tools that can make learning practical and fun. Research implications of the work consist in its results and conclusions that can be used by teachers of Russian as a foreign language in Iranian universities to improve their teaching activities, developers of educational programs and teaching materials for the integration of the technological component. Conclusions. The study confirms that the integration of information and communication technologies into the Russian language teaching process in Iranian universities is not only a current trend, but also a powerful factor contributing to the improvement of the educational process. The analysis showed that the use of digital resources such as interactive platforms, multimedia materials, online dictionaries, and video conferencing tools significantly enriches the learning environment. This allows students to overcome geographical barriers to communication with native speakers, gain access to authentic cultural and linguistic materials, and develop key competencies – listening, speaking, and writing – in a more dynamic and personalized format.