Complex Skills Development through Digital Qualification Assessment: Survey Study for European and Oriental Languages Programs

Systemic Paradigm of Innovative Educational Communication in the Digital Realm

“…Transdisciplinary output in the transcendent nature target knowledge domains and universal applicability of skills, training and outlook of the FLE professionals upon graduation. The transdisciplinary integration of innovative educational communication could be referred to the following key interdisciplinary domains of human activity [30]: COMMUNICATION; COGNITIVE ACTIVITY; PERSONAL INTERACTION; SOCIAL ACTIVITY; HEURISTICS. Interoperability for FLE skills ensured by the communicative nature of interdisciplinary skills.…”

“…The digital dimension of communicative interoperability of FLE stems from the structure of Noosphere [40] and content of its components: ANTHROPOSPHERE -a set of people as living organisms, their activities and achievements; SOCIOSPHEREa set of social factors characteristic of this stage of society development and its interaction with nature; TECHNOSPHERE -a set of artificial objects created by man, and natural objects, altered as a result of human activity. Given the nature of increasingly digitalized context of foreign languages education and communicative application ("the Technospheric shift" [30]), it is suggested to consider the different types of information source and information destination (human and machine/computer/program, accordingly) in the structure of the groundwork Communication model (Cf. Claude Shannon [33]), when communication is approached as the core factor of interoperability of source and target knowledge and application domains in FLE.…”

Systemic Dynamics of Digital Education in Foreign Languages Programs

“…The black swan theory is a concept that describes an event that comes as a surprise, has a major effect on society, and is often inappropriately rationalized after the fact with the benefit of hindsight [10]. In the educational domain, according to our estimations, the result of fundamental Technospheric shift, induced by the COVID-19 pandemic development and enhanced by subsequent digitalization measures, was the need to take quick comprehensive action [7] in order to achieve such desirable results: to adapt the existent educational scenarios to digital, remote and blended formats; to activate complex interdisciplinary skillsets, otherwise latent or underutilized in the educational process; to boost digital competence and digital literacy of all participants of the educational process relocated to computer being. The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of higher education workflow, which influenced significantly the scope of individual experiences, projected outcomes and estimated quality of higher education in countries across the world.…”