UDC 378

Esenina N.E.¹ (Ryazan, Russian Federation) – nataliayesenina@yandex.ru; Fedotov G.M.¹ (Ryazan, Russian Federation) – german.fedotov03@mail.ru; Eltsov A.V.² (Ryazan, Russian Federation) – eltsov17@rambler.ru

¹Ryazan State Radio-Engineering University named after V. F. Utkin

²Ryazan State Medical University named after Academician I. P. Pavlov of the Ministry of Health of the Russian Federation

Abstract. The article examines the didactic potential of digital educational resources in the context of training future engineers for intercultural interaction in the professional sphere. The relevance of the study is determined by the objective processes of globalization of engineering activities, the development of international cooperation in high-tech industries, as well as the digital transformation of education, which creates a contradiction between the traditional linguocentric model of foreign language teaching in technical universities, focused primarily on the formation of language skills (vocabulary, grammar, translation), and the real need to develop students’ intercultural professional competence as an integrative quality that enables effective interaction in a multicultural professional environment. The authors propose a classification of digital resources with didactic potential for addressing this task, comprising five categories: authentic professional environments (LinkedIn, ResearchGate, GitHub), virtual mobility tools (Coursera, edX, webinars, virtual conferences), immersive technologies (VR/AR simulators), corpus technologies and artificial intelligence tools (generative neural networks, intelligent simulators), as well as collaboration platforms (Miro, Trello, Slack, Microsoft Teams). For each category, the functional capabilities and didactic advantages in the context of developing intercultural professional competence are revealed. The criteria for selecting digital resources for the purposes of intercultural professional training are substantiated: authenticity (providing access to real examples of professional communication), professional orientation (alignment with the field of study and professional tasks), interactivity (the ability to actively engage students in communicative activities), ensuring “encounter with another culture” (creating conditions for interaction with representatives of other linguocultures), and accessibility (technical, financial, methodological, linguistic, and temporal). The organizational and pedagogical conditions for the systematic integration of digital resources into the educational process are identified, including the alignment of resource use goals with competence development goals, the sequence of resource introduction, the combination of different types of resources, the organization of reflection, and teacher training.

Keywords: digital educational resources, intercultural communication, professional training, technical university, foreign language, engineering education, artificial intelligence, virtual mobility, immersive technologies, authentic professional environments.

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For citation: Yesenina, N. E., Fedotov, G. M., & Yeltsov, A. V. (2026). Digital educational resources as an environment for training future engineers for intercultural interaction in the professional sphere. CITISE, 2, 209–224. (In Russian),