Optimizing the process of designing educational materials for foreign language teaching in a digital learning environment
DOI:
https://doi.org/10.33910/1992-6464-2025-216-42-53Keywords:
digital learning environment, teaching foreign languages, integration of digital tools, design process optimization, educational materialsAbstract
Introduction. The article addresses the challenge of optimizing the development of educational materials for teaching foreign languages in a digital learning environment. It aims to identify the key features and parameters of educational materials design models used in both Russian and international practice, and to propose a systematized model to support foreign language teachers in optimizing their design processes within digital settings.
Materials and Methods. The study analyzes successful models used for the design of educational materials. The authors apply methods such as theoretical analysis, synthesis, and modeling, followed by empirical testing of the proposed model in the context of foreign language instruction. The model was tested by students of Herzen University during their teaching placements in educational institutions of St Petersburg, using digital platforms.
Results. The authors examined a range of educational materials design models applied in Russian and international teaching practice, with attention to the specific demands of digital learning environments. Essential components and key parameters were identified and described for several types of models, including system-targeted, cyclical, design-management, and transformation/adaptation models. The study outlines the typical stages followed by teachers when designing materials for digital contexts: student needs analysis, goal-setting, creation of prototypes, and their adaptation to digital formats. A systematized model for designing educational materials was developed, taking into account the parameters of various model types, teacher design actions, and the features of digital learning. Practical recommendations are offered for employing digital resources and tools to support effective interaction among participants in the educational process.
Conclusions. The systematized educational materials design model developed by the authors comprises a series of design stages and has universal application. It supports the optimization of educational material design for various modes of education and diverse student populations.
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