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Technology “Visualisation” in teaching foreign language to non-linguistic students // Tomsk State Pedagogical University Bulletin. 2026. Issue 2 (244). P. 149-158

The digital transformation of the economy and social life, as well as changes in the labour market, have led to the integration of novel educational technologies into the teaching process by universities. This integration is designed to equip graduates with the skills required to perform modern professional activities in the digital environment. The objective of this study is to provide a detailed account of the implementation of cognitive visualisation technology in the context of foreign language instruction for humanitarian students, with a subsequent analysis of the results obtained. Such theoretical and empirical methods as observation, experiment, formalised questionnaire survey, expert evaluation and statistical analysis were used. The novelty of the study lies in the fact that students act as subjects of the educational process, independently creating various types of visualisations and personal tools for analysing the information flow. The application of expert and subjective evaluation techniques has revealed a significant increase in the level of development of cognitive visualisation competence, as indicated by the mean score and mode. The results of the subjective assessment showed an improvement in the level of digital competence development in the experimental group compared to the control group. The participants of the experiment successfully acquired the ability to structure a visualised digital product, enhancing their proficiency in the logic of presenting visual information and its analysis, as well as in imaginative and visual thinking. They exhibited a marked enhancement in their competencies with regard to the presentation of visual information and its analysis, as well as in the domains of imaginative and visual thinking. It is evident that there has been a marked increase in the level of students’ awareness with regard to safety issues in the digital environment and the ethical aspects of digital technologies. It has been determined that the integration of visualisation technology in foreign language teaching fosters the development of both cognitive visualisation skills within the framework of communicative competence and digital competence. This, in turn, enhances students’ adaptability to new technologies and their flexibility in utilising these tools.

Keywords: foreign languages, cognitive visualisation, visual information, critical thinking, digital competence