A SYSTEMIC AND METHODOLOGICAL PERSPECTIVE ON PROFESSIONAL LANGUAGE TRAINING IN A TECHNICAL UNIVERSITY

The article addresses the challenge of professional language training in technical universities in the context of ongoing digital transformation.The primary objective is to substantiate a systemic and methodological approach to analysing the theoretical foundations of professional language training, with a specific focus on the role of the information and educational environment and the incremental organisation of learning.Drawing on a synthesis of national and international research in foreign language education, digital learning environments, and professionally oriented language instruction, the author identifies key methodological limitations inherent in fragmented and tool-centred approaches.Within this framework, professional language training is conceptualised as a systematically organised educational process embedded in the information and educational environment of a technical university, where language functions as an instrument of professional action rather than an autonomous instructional goal.At the same time, the author explicitly argues that the application of a systemic and methodological approach is essential for overcoming the disjunction between language instruction, professional content, and digital learning formats in technical higher education.The author emphasises that the application of a systemic and methodological approach enables the consistent alignment of learning objectives, content progression, instructional tools, and assessment procedures within a coherent framework.Particular emphasis is placed on digital instructional and methodological support as a mechanism for sustaining internal coherence and pedagogical continuity across different stages of language development.The analysis further demonstrates that the incremental organisation of learning represents a pedagogically grounded strategy for managing the gradual development of language competence in professionally relevant contexts, especially under blended and digitally mediated learning conditions.At the same time, the article contributes to the theoretical understanding of professional language training in technical universities by proposing a conceptual framework that can inform the design and analysis of instructional and methodological solutions in contemporary digital educational environments.