Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.

The purpose of the research is to prove the effectiveness of the use of visualization in the process of teaching Ukrainian as a foreign language to students with clip way of thinking. The following methods have been used, namely: analysis, synthesis, comparison, systematization and generalization of scientific literature; testing and surveys; pedagogical experiment; quantitative and qualitative analysis of data, interpretation and generalization of the research results. The essence of visualization means has been revealed; the expediency of their use in the methodology of teaching foreign students the Ukrainian language has been substantiated. It has been proven that the role of Ukrainian teachers lies in considering all new trends in teaching, integrating computer perception of information by foreign students into teaching technology and using cognitive visualization in order to intensify the learning process.

Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.

The characteristic aspects of learning a foreign language require special resources and tools for online learning. Criteria for choosing educational platforms depend on the key elements of an academic subject area. Microsoft Teams (hereafter, MT) educational platform is considered to be a competitive one because it meets most of the needs that arise during the formation of a secondary linguistic persona. Due to a large number of enterprise programs, there is a successful acquisition of language skills and the implementation of all types of oral activities for students. A significant MT advantage is the constant analysis and monitoring of participants’ needs in the educational process by developers. The article highlights both MT advantages and disadvantages. The attention is drawn to individual programs, which, in the authors’ opinion, are the most successful to learn writing, reading, speaking, and listening, as well as organising classes that meet the needs of modern foreign students.

Ukraine is now actively experiencing mass immigration movements due to its location. For immigrants, it is rather a "transit country" on the EU route, but often it is in our country that the transit route ends. Research shows that immigrant children face several challenges in their educational lives. Among them are communication problems and discrimination that arise due to linguistic and cultural differences. Many countries experiencing immigration movements around the world often use multicultural approaches to education to address the educational issues of foreigners. That is why there is a need for a comprehensive study of the literature, and this study, in particular, will be useful for considering the topic as a whole. The results of the study showed that three main approaches to education could solve the problem of the integration of foreign children into Ukrainian society. Research methods are comparative analysis, generalization, systematization, synthesis, analogies, classification, grouping, correlation, and cluster analysis.