Developing communicative competence (CC) is a crucial goal in higher education, vital for professional success and personal growth in today's globalized, digital world. High CC enables effective interaction, collaboration, and adaptability. Given rapid digitalization, exploring interactive platforms for CC development in higher education institutions (HEIs) is highly relevant, necessitating tailored, scientifically sound platforms.
CC is well-established in pedagogical sciences, with recent interest in using Information and Communication Technologies (ICT) for skill development. Ukrainian researchers show ICT's potential in fostering specific CC aspects like speech, reading, and literary competence in schools [1, 2]. These studies confirm interactive methods' positive impact but require adaptation for higher education. Other research focuses on foreign language CC, highlighting interactive methods and key components [3]. International studies also emphasize technology's role in written and oral communication skills [4].
Despite existing research, limitations persist. Many studies focus on school-level or foreign language CC, potentially misapplying methodologies to HEIs without considering student autonomy, motivations, cognitive maturity, and professional learning orientations. Comprehensive, integrated preparation for professional and social communicative challenges in HEIs requires holistic CC models, particularly with technological solutions, which remains underexplored.
Digital and interactive technology integration is widely researched, exploring didactic potential [5]. Some studies focus on enhancing teachers' digital competence and collaborative activities [6]. International experiences, like Denmark's use of digital databases, offer valuable examples [7]. Fundamental works provide guidelines for teaching in the digital age and analyze interactive platforms' impact [8].
However, there's insufficient focus on technologies specifically developed for targeted CC development in HEIs. A significant gap exists between available interactive tools and integrated pedagogical strategies for complex CC outcomes. Simply using interactive technologies doesn't guarantee CC development; it requires specific pedagogical design, targeted tasks, feedback, and reflection [9]. Developing such comprehensive strategies and technological solutions for higher education remains a relevant scientific task.
Research on educational platforms addresses methodological and theoretical aspects of digital learning environments. Methodological approaches for interactive content creation using specific services are examined [9], while theoretical foundations of adaptive distance learning and knowledge assessment systems are explored [10]. Connectivism, viewing learning as network formation, is relevant for platforms fostering interaction and collaborative knowledge creation [11]. Recent studies also link digital platforms to collaborative learning and communicative skills development [12].
Despite this, there's a clear lack of scientific work on designing interactive platforms specifically for comprehensive CC formation in HEIs. Existing platform studies often focus on content delivery, adaptability, or general collaboration. Designing a platform integrating diverse tools, pedagogical strategies, feedback, and adaptive trajectories for multifaceted CC in HEIs remains largely unexplored. This requires combining individual practice with authentic social interaction. A gap exists between theoretical potential (e.g., Bates [8], connectivism [11]) and empirically validated platform models specialized for CC in higher education.
Based on literature analysis, several unresolved aspects concerning interactive platforms for CC in higher education students have been identified, as summarized in Table 1.1.
Table 1.1: Unresolved Aspects in Developing Interactive Platforms for Communicative Competence in Higher Education
In conclusion, despite significant contributions in related fields—communicative competence theory, ICT application in education, and educational platform development—the specific intersection of these areas concerning higher education remains understudied. The problem of developing and scientifically justifying interactive platforms specifically for forming communicative competence in higher education students, along with determining pedagogical conditions for their effective implementation, is a relevant and insufficiently resolved task. These identified gaps justify the timeliness and scientific significance of this dissertation research, which aims to address these issues through the development and experimental validation of a corresponding interactive platform and its implementation methodology.
References:
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2. Palamar, S. Formation of Literary Competence in Secondary School Students through Information and Communication Technologies / S. Palamar // Pedagogical Education: Theory and Practice: Collection of Scientific Works. — Kamianets-Podilskyi: Kamianets-Podilskyi National University named after Ivan Ohiienko, 2020. — No. 1 (29). — pp. 132–138.
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