ENHANCING DIGITAL COMPETENCE OF PHILOLOGY STUDENTS THROUGH A MULTIMODAL APPROACH

Abstract

This article investigates the enhancement of digital competence among philology students by employing a multimodal approach in language education. The study explores methods and criteria for integrating diverse digital resources such as text, audio, video, and interactive media to foster students’ digital literacy and language skills. Both international and Russian research findings are reviewed to substantiate the pedagogical framework. The paper outlines methodological recommendations for selecting and organizing educational materials that support the development of digital competence in philological studies.

Identifiers

DOI

10.5281/zenodo.18664030

Citations and references