UDC 378.091.33-047.22=112.2:327-027.512
DOI: https://doi.org/10.59694/ped_sciences.2026.19.101
INNOVATIVE TECHNOLOGIES OF TEACHING GERMAN IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF INTERNATIONAL RELATIONS
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ZUYENKO Nelia Oleksandrivna
PhD in
Pedagogical Sciences, Associate Professor at the
Department of Foreign Philology and Translation of
the National University of Life and Environmental
Sciences of Ukraine.
ORCID іD: https://orcid.org/0000-0003-4988-0021
Abstract:
The article provides a comprehensive analysis of innovative technologies for teaching German in the process of professional training of future specialists in international relations. It substantiates that, in the context of educational digitalization and the growing role of intercultural communication, teaching a foreign language for professional purposes should be based on the competence-based approach, which implies the integration of language training with professional disciplines, diplomatic discourse, and interdisciplinary links.
The study analyzes scholarly approaches to professionally oriented foreign language instruction and demonstrates the feasibility of combining theoretical language training with practical modeling of professional communicative situations typical of the field of international relations. Particular attention is paid to the application of innovative methods and technologies, including the case method, role-playing and business games, simulations of international negotiations, project-based learning, the CLIL methodology, digital educational platforms and resources of the Goethe-Institut, as well as gamification as a means of enhancing students’ learning motivation.
The potential of artificial intelligence technologies, in particular chatbots and digital assistants, in professionally oriented German language teaching is examined separately. It is emphasized that AI-based tools contribute to the personalization of learning, the development of foreign language communicative competence, and the formation of intercultural interaction skills; however, they cannot fully replace live pedagogical interaction.
The necessity of preserving the leading role of the teacher and ensuring continuous pedagogical support of the educational process is highlighted. It is concluded that the systematic implementation of innovative technologies in teaching German promotes the formation of professional foreign language, communicative, and intercultural competences of future specialists in international relations and enhances the quality of their professional training.
Keywords: foreign language for specific purposes, international relations, professional competence, intercultural communication, competence-based approach, diplomatic discourse.
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