DIGITAL EDUCATIONAL PRACTICES IN TEACHING THE UKRAINIAN LANGUAGE: RESULTS, CHALLENGES, AND PROGNOSTIC SCENARIOS

Abstract

The article examines the process of digitalization in language education in Ukraine, which has
significantly intensified under the influence of the COVID-19 pandemic and wartime conditions.
Particular attention is paid to the teaching of Ukrainian for professional purposes as an integrative
discipline that combines linguistic, communicative, and professional training of students. The aim of
the study is to analyze the effectiveness of implementing digital educational practices and artificial
intelligence technologies, to identify key challenges of the digital learning environment, and to outline
possible scenarios for the development of language education.
Drawing on many years of experience in designing distance courses on the Moodle platform for
various categories of learners (students with academic debts in Ukrainian language, part-time students,
second-degree seekers, and preparatory course attendees), the didactic potential of digital
tools for individualizing learning, fostering students’ language autonomy, and increasing motivation
is analyzed. It is established that interactive exercises, automated feedback, and learning analytics
contribute to improving the effectiveness of language training. The role of artificial intelligence as a
tool for personalizing the learning process is outlined, while emphasizing the need for its methodologically
grounded application.
At the same time, a number of challenges are identified, including issues of academic integrity,
uneven levels of digital competence among participants in the educational process, and the risk of
formalizing language activity. Three scenarios for the development of digital language education are
proposed — adaptive, inertial, and risky. The necessity of preserving a human-centered approach
and the leading role of the teacher in the context of digital transformation of education is emphasized.