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The relevance of the research topic is that in order to effectively ensure the professional training of highly qualified personnel in higher education institutions, priority is given to professionally competent teachers, researchers and innovators who are able to implement modern methodological approaches to scientific knowledge and student-centred learning during a lifetime with prolonged employment. The purpose of this article is to study the innovative educational technologies and competencies in higher education. The leading research methods are survey, questionnaire, interviewing, testing and the method of statistical analysis. The authors formed experimental and control groups of future teachers in order to measure the level of readiness of philology students to use technological innovations in future professional and pedagogical activities. It was found that positive changes in the identification of students’ interest in these activities occurred only in those students who observed innovative approaches of teachers to teaching foreign languages. Also, it was determined that the increased interest of students—future teachers of philological specializations of the control and experimental groups in multimedia and electronic learning tools is due to the global digitalization of the educational process, as well as the school reformation processes, which provide for the active introduction and use of multimedia teaching tools. The principal research question for this research is as follows: Is it necessary for philolosophy students to use technological innovations in future professional and pedagogical activities? It was concluded that the developed and implemented system of teaching foreign languages to students of philological specializations using technological innovations is effective.

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