Modernisation of foreign-language education in the epoch of social challenges and technological transformation: a case study of Master degree programme transformation

Abstract

Problem and aim. The radical changes in the labour market, digitalisation, internationalisation and internal processes involving transformation of university educational activities with regard for the new conditions require a qualitative review of both the substantive and technological components of the educational process organisation. The aim of the research is to present a methodology for transforming the educational process organisation model on the basis of modern technological and didactic solutions, the one implementing the principles of contextual/ interdisciplinary and intercultural approaches. Materials and methods. The research was carried out on the basis of the diagnostics data considering satisfaction with educational practices, career and educational plans of Master degree students of the Faculty of Foreign Languages at Tomsk State University (Russian Federation). The remote survey was conducted in April 2022 and covered 19 Master degree graduate students, 20 first-year Master degree students and 9 head executives of educational organisations – employers of young professionals. The questioning was administered anonymously by the Accreditation Centre of Tomsk State University. The questionnaire used both closed and open-ended questions related to the graduates’ satisfaction with the educational programme, and the employers’ satisfaction with the quality of professional training of the young specialists. The method of SWOT analysis of the educational process was applied. The analysis of questionnaire findings was carried out using the methods of content analysis, frequency analysis and descriptive statistics. Survey results. It was revealed that the leading criterion of attractiveness of the Master degree programme is the prospect of career and status growth, which was mentioned by 63% of the respondents. Special importance is given by 63% of the respondents to the need for applying information technologies. The desirability of industrial partnerbased training is noted by 53% of the students. A total of 89% of the employers attach importance to professional competence of the graduates; 56% appreciate the ability to resolve tasks independently, to work in a team, and professionals’ initiative. The formulation of graduates’ professional competences and indicators of their results have been clarified. The basic mechanisms for modernisation of educational programmes in the context of social challenges and technological transformation have been specified. Conclusion. The need to secure due quality of foreign language education necessitates modernisation of educational programmes in the epoch of social challenges and technological transformation. The obtained results can be used to modernise the basic educational Master degree programme not only in the mentioned profile, but also for other programmes aimed at interdisciplinary research. Keywords: modernisation, education programme, competence-based approach, educational mode