UDC 378

Chernyavskaya E.S.¹ (Ryazan, Russian Federation) – mailblack@mail.ru; Yushina T.V.¹ (Ryazan, Russian Federation) – jtv71@mail.ru; Solovieva A.V.¹ (Ryazan, Russian Federation) – solo629@yandex.ru

¹Ryazan Higher Airborne Command School named after V.F. Margelov

Abstract. The article substantiates the need to apply modern digital technologies in the process of preparing cadets of the Ryazan Guards Higher Airborne Command School (RGHACS) for a foreign language olympiad. The research is aimed at identifying the structure of olympiad tasks, analyzing the problems and limitations associated with the introduction of digital tools in a military university environment, as well as developing practical recommendations for their integration into the educational process. Procedures and methods. The theoretical basis of the research comprises the works of Russian authors in the field of critical thinking technologies, professional language training of military specialists, and digital transformation of education. Empirical methods are represented by the analysis of the authors’ practical experience as organizers of olympiad training for RGHACS cadets. Results. The structure of olympiad tasks is revealed, including a lexical-grammatical block, listening comprehension (speech recognition against background noise and accents), speaking (monologue and dialogue), written translation, and a country studies block. Technical and organizational barriers (closed communication network, high cost of VR equipment) as well as methodological risks (substitution of live speech with simulation, the need for teacher retraining) are identified. Ways to overcome them are proposed: the creation of departmental digital platforms and the development of hybrid tasks with mandatory oral assessment. Theoretical and practical significance. The results of the research can be used in organizing olympiad training for cadets in military universities, as well as in developing professional development programs for teachers in the field of digital linguodidactics. Prospects for further research are associated with the development of specific hybrid learning methods for each of the olympiad blocks.

Keywords: digital technologies, olympiad training, military university, foreign language, professional language competence, hybrid learning, digital transformation of education, artificial intelligence.

References:

1. Bogatyreva, E. N., & Lignovskaya, E. V. (2022). Application of critical thinking development technology in preparing cadets of higher military educational institutions for foreign language olympiads. Pedagogical Education, 3(6), 74–77. (In Russian). https://elibrary.ru/exjfli
2. Bokova, M. M., & Volynkina, N. V. (2024). Pedagogical technology for developing critical thinking in cadets in foreign language classes at a military university. Psychology of Education in a Multicultural Space, 3(67), 84–96. (In Russian). https://doi.org/10.24888/2073-8439-2024-67-3-84-96
3. Gulov, A. P. (2026). Teaching academic reading and listening comprehension in the context of the final round of the All-Russian School Olympiad in English. Language and Culture, 73, 107–139. (In Russian). https://doi.org/10.17223/19996195/73/6
4. Gulov, A. P., Bakulev, A. V., & Kasatkin, P. I. (2025). Reforming the All-Russian School Olympiad in English: On the need to create a unified concept for the content of olympiad tasks. Bulletin of Tambov University. Series: Humanities, 30(5), 1023–1037. (In Russian). https://doi.org/10.20310/1810-0201-2025-30-5-1023-1037
5. Kireev, A. V., Surkov, I. A., & Kostikova, L. P. (2024). Technologies for developing creative thinking of military specialists. In Modern technologies in science and education — STNO-2024: Collection of works of the VII International scientific and technical forum (Vol. 10, pp. 120–123). Ryazan: Ryazan State Radio Engineering University named after V.F. Utkin. (In Russian). https://elibrary.ru/tvkwxg
6. Kostikova, L. P., Chernyavskaya, E. S., & Shevchenko, B. A. (2022). Professional language training of military translators: Communicative technologies. Scientific Research and Development. Modern Communication Studies, 11(3), 31–37. (In Russian). https://doi.org/10.12737/2587-9103-2022-11-3-31-37
7. Kostikova, L. P., Shevchenko, B. A., & Chernyavskaya, E. S. (2023). Language training of military specialists in the context of professional communication. Research and Development. Modern Communication Studies, 12(1), 53–59. (In Russian). https://doi.org/10.12737/2587-9103-2023-12-1-53-59
8. Larina, T. V., & Kirgintseva, N. S. (2024). Theoretical and methodological aspects of designing and using didactic information environments in higher education. Professional Education in Russia and Abroad, 3(55), 116–122. (In Russian). https://doi.org/10.54509/22203036_2024_3_116
9. Larina, T. V., & Sukhanova, A. S. (2023). Formation of a system of students’ values in the context of modern education. Problems of Modern Pedagogical Education, 80(2), 190–193. (In Russian). https://elibrary.ru/dsleap
10. Likhomanov, K. A. (2025). Cognitive activity of military university cadets: Substantive essence and structure. CITISE, 4(46), 120–131. (In Russian). https://elibrary.ru/vbbmbo
11. Likhomanov, K. A. (2025). Value-semantic aspects of the formation of cognitive activity of cadets of a military university. In Language and current problems of education: Scientific works of the International scientific and practical conference dedicated to the 30th anniversary of IANPO (Part 2, pp. 373–377). International Academy of Sciences of Pedagogical Education. (In Russian). https://elibrary.ru/wdrole
12. Mikerin, A. A. (2025). Analytical thinking in the professional training of cadets of a military university. CITISE, 4(46), 221–231. (In Russian). https://elibrary.ru/srbzwq
13. Mikerin, A. A. (2025). Value-semantic guidelines for the development of analytical thinking in military university cadets. In Language and current problems of education: Scientific works of the International scientific and practical conference dedicated to the 30th anniversary of the International Academy of Sciences of Pedagogical Education (Part 2, pp. 256–261). International Academy of Sciences of Pedagogical Education. (In Russian). https://elibrary.ru/vzriqa
14. Orekhova, Yu. M., & Tsybyakova, E. S. (2024). On the results of introducing critical thinking development technology into the process of teaching a foreign language in a military school. Bulletin of Surgut State Pedagogical University, 1(88), 152–160. (In Russian). https://doi.org/10.69571/SSPU.2024.88.1.034
15. Porfiryev, V. A., Pepeliaev, A. V., & Samsonenko, A. G. (2015). Improving the technology of developing critical thinking in military universities cadets. Scientific Opinion, 10-2, 185–190. (In Russian). https://elibrary.ru/vcmnmj
16. Fedoseeva, I. A. (2025). Motivation to train military personnel — the key to the stability and prosperity of the state. Education and Society, 1(150), 32–37. (In Russian). https://elibrary.ru/bhangw
17. Fedoseeva, I. A., & Protsenko, O. N. (2024). Features of methodological support for teaching professional military vocabulary to cadets of military institutes. Military-legal and humanitarian sciences of Siberia, 2(20), 236–246. (In Russian). https://elibrary.ru/rygjjm
18. Fulin, V. A., Ivanova, D. S., & Kostikova, L. P. (2025). Key areas of training future teachers in the context of the digital transformation of education. Concept, 8, 244–257. (In Russian). https://doi.org/10.24412/2304-120X-2025-11162
19. Shchegoleva, A. V., & Anisimova, E. S. (2024). Application of critical thinking development technology in teaching listening comprehension to cadets of a military university. Bulletin of Tula State University. Pedagogy, 4, 109–119. (In Russian). https://elibrary.ru/ogcjeb

For citation: Chernyavskaya, E. S., Yushina, T. V., & Solovieva, A. V. (2026). Digital technologies in training military university cadets for a foreign language olympiad. CITISE, 2, 458–471. (In Russian).