The purpose of writing an academic paper is to analyze a variety of digital technologies, the use of which is appropriate in the process of teaching philological disciplines and the determination of the basic factors that have a decisive influence on the quality of the modern educational process. The research methods: comparison, system-structural research, statistical-analytical method, tabular, graphical, analytical modeling, as well as methods of abstraction, analysis and generalization. As a result of the generalization of modern educational trends in various European countries, it has been determined that today’s society is characterized by a high level of bilingualism and plurilingualism. The conducted study has proved that increasing level of digitalization of education is ensured through the application of effective regulatory measures by intergovernmental and national governments, as well as standardization, formalization, high quality educational services and integration of new digital technologies in teaching process.

Online learning has tended to increase its use in the education system since the beginning of the pandemic. The article aims to empirically investigate the effectiveness of online learning as a tool for the education system in the context of digitalization. The study is based on the use of a structured interview technique and an analysis of the results of a survey of Ukrainian university students. To ensure organization and self-discipline, comprehension, learning, and assimilation of learning material, it is important to ensure a sufficient level of interactivity and teacher-student interaction, feedback, and guidance to students in an adequate time frame. A well-functioning feedback system is a supportive and essential element for student learning. Classical deadlines set by the teacher for assignments are also a valid method in online learning. Students noted the importance of creativity in the teacher's presentation of the task and the importance of the limitations of the methods by which the task can be solved. Timely revision, and evaluation by the teacher of the work, the task also encourage students to put a higher level of effort into their online learning. Online synchronous seminars in ZOOM are more impactful and motivating than recorded video lectures, and presentations which are available to students in asynchronous mode. An essential method of online learning was noted by the students to complete individual written assignments on the studied topic immediately after its presentation. The teacher's explanations and live synchronous conversation were also effective in online learning. Continuous, systematic educator monitoring of the progress and attendance at the online classes encouraged students to attend lectures but was not a major method for ensuring synchronous attendance.

The article deals with the functional orientation of the training on the formation of the readiness of students, the future professionals in the field of international relations to intercultural communication. As practice has shown, training is an effective method (technology) of forming students' readiness to intercultural communication and helps to immerse deeply into the active controlled communication. Training is usually associated with a set of exercises according to a special methodology developed on a scientific basis, carried out by a qualified specialist. As a didactic technology, training is a planned program of various exercises for the formation and improvement of skills and abilities in a particular area of ​​human activity. In the field of intercultural relations by using the training, the acquaintance with intercultural differences in interpersonal relations through emotionally colored activities, re-playing situations and their analysis, which allows you to transfer the acquired knowledge to new situations takes plays. Emphasis is placed on the fact that the training actualizes communicative needs, intercultural potential of students as a method of teaching an effective communication, that allows communication partners to acquire the necessary skills and experience of communication and interaction, develop self-confidence, ability to flexible relationships. The typology of trainings is considered, which purposefully prepare for communication within a certain specific culture. The use of different exercises at different stages of training and some rules of training are described. It is obvious that the training of intercultural communication is a real in nature and content attempt to find an adequate, correct and appropriate way to interact with representatives of another culture, which is based on equality, self-esteem, recognition and respect for the human rights. It combines informational and activity aspects, which allows to "deploy" communicative problems in dynamics, as in the process of training the participants mastered strategies to achieve cultural competence aimed at replenishing knowledge about the cultural identity of the partner, developed empathy and tolerance, mastered sociocultural knowledge. formed the skills of effective intercultural communication, confirming its effectiveness in shaping students' readiness for intercultural communication.

У статті розглянуто поняття культури, туризму, комунікації та їх взаємини. Туризм зосереджений на фундаментальних принципах обміну між народами і є одночасно вираженням та досвідом культури. Культурний туризм – це набагато більше, ніж виробництво та споживання «високого» мистецтва та спадщини. Він проникає в деякі глибокі концептуальні території, що стосуються того, як ми будуємо та розуміємо себе, світ та багатошарові стосунки між ними. Перед тим, як визначити, що таке культурний туризм, ми повинні визначити значення терміну культура. Культурний туризм можна охарактеризувати як з точки зору пропозиції та попиту, а також із точки зору теоретичного та практичного підходу. Культурний туризм пов’язаний з міжкультурним спілкуванням. Культура впливає на норми та моделі поведінки різних суспільств, включаючи роль та значення культури у процесі створення комунікативних стилів. Міжкультурна комунікація у контексті культурного туризму розглядається як специфічна взаємодія між «нами» та «ними», другом і ворогом, у якому відбувається культурний обмін. Мета статті розкрити, як культурний туризм служить інструментом для покращення міжкультурного розуміння; як можна виправити міжкультурне непорозуміння або налагодити його використовуючи культурний туризм як механізм.

The article is dedicated to analysis of terminology chains, terminological paradigms, terminological families, terminological rows formed by combining forms. Typically the process of filling terminological families exceeds the speed of formation of new ones. Analysis of the material showed that the studied classical word forming elements are characterized by creating the chains of two, three and even four units. Such mini families (2-3 members paradigm) make up a small number in modern terminological systems but have a high potential and provide further “growth” of terms families. Structurally and semantically related terms form terminological series in which terminological elements enter into syntagmatic and paradigmatic relations. The final forms enter into the paradigmatic relations as a part of the terminological paradigm built with using a common prepositional component. Acting as a prepositional component they indicate individual features of an object or phenomenon and are a variable value. They become a constant value in the role of postpositive formant and are the indicators of a class of objects or phenomena performing a systematizing function. Classical terminological elements form open terminological rows, chains, families and can enter into paradigmatic relations, which is an important system-forming factor used in terminology to reflect the systemic nature of scientific concepts. The very process of the new terminological families, chains, paradigms creation can be considered both as a process and as a result of terminological derivation.