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Perchatkina V.G. Digital technologies in the social and professional self-development of engineering students through foreign language teaching and learning. Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 149-156

The relevance of the research is due to a paradigmatic shift in the system of higher engineering education related to the need for graduates to develop competitiveness and the ability for continuous social and professional selfdevelopment in the context of globalization and digital transformation. The purpose of the work is to develop, theoretically substantiate and empirically verify the effectiveness of a structural and functional model of foreign language training aimed at developing this ability, with an emphasis on unlocking the integrative pedagogical capacity of information and communication technologies (ICT). The methodological basis consists of systematic, personal-activity, competence-based and synergetic approaches. As a result of the research, the author’s definition of social and professional self-development is proposed, a complex of its endogenous and exogenous factors is identified and systematized. In addition, the paper attempts to model the holistic process of forming this ability through the development of a multi-level structural and functional model involving end-to-end integration of digital tools. The practical significance of this study is related to the possibility of using the presented model and methodological tools in the educational process of engineering universities. The conducted experimental work using mathematical statistics methods (Student’s t-criterion) confirmed the hypothesis of the study, showing a statistically significant increase in the results of the forming of components of social and professional self-development in the process of foreign language training among students of the experimental group. The theoretical significance of the work lies in the deepening and systematization of scientific ideas about the genesis and structure of social and professional self-development in a digital educational environment. The creation of a theoretical model that integrates the target, methodological, substantive, technological and diagnostic blocks is important for the further scaling of this approach. Thus, the implementation of the developed model transforms the traditional process of foreign language training into a personalized educational ecosystem, where digital technologies act as a catalyst for self-development processes, providing authenticity, prompt feedback and increased internal motivation of students.

Keywords: social and professional self-development, foreign language training, engineering university, information and communication technologies (ICT), artificial intelligence (AI), digital educational environment, project methodology, educational and professional motivation, adaptive learning