COMPARATIVE ANALYSIS OF APPROACHES TO FORMING DIGITAL COMPETENCE OF FUTURE PHILOLOGISTS IN TECHNICAL UNIVERSITIES IN UKRAINE AND UNIVERSITIES ABROAD

Abstract

The article presents the results of theoretical and empirical analysis of approaches to the development of digital competence among future philologists in technical universities in Ukraine and universities abroad. The aim of the study is to conduct a comparative analysis of the theoretical foundations and practical aspects of integrating digital components into humanities-oriented educational programs under the conditions of digital transformation in education. The research includes the systematization of scholarly sources, educational standards, and regulatory documents, with a focus on the DigComp and DigCompEdu frameworks and their adaptation within the Ukrainian educational context. Particular attention is given to the content of digital modules in philological training programs, didactic principles of their implementation, and the role of instructors in the digitalization of the learning process. The empirical part of the study is based on content analysis of philology-related educational programs offered at Ukrainian technical universities (Ihor Sikorsky Kyiv Polytechnic Institute, National Aerospace University "Kharkiv Aviation Institute", State University "Kyiv Aviation Institute" and  leading European higher education institutions (University of Helsinki, TU Dresden, University of Warsaw). Results. The study reveals significant differences between the approaches: Ukrainian institutions tend to exhibit fragmented, sporadic, and elective-based digital instruction, lacking coherent digital learning trajectories. In contrast, European universities demonstrate systematic, interdisciplinary integration of digital competences into educational processes, incorporating digital platforms, tools, and research projects. The study also highlights disparities in instructors’ digital proficiency and the availability of institutional support for digital education initiatives. The conclusion emphasizes the need to update educational strategies in Ukraine by implementing comprehensive digital curricula, developing interdisciplinary programs, and enhancing educators’ digital qualifications in alignment with European standards.