The Use of Innovative Technologies in ESP Instruction for IT Students within the Framework of Open Education
DOI:
https://doi.org/10.47451/ped2025-08-01Keywords:
English for Specific Purposes, IT students, innovative technologies, Open Education, digital tools, SAMR model, gamification, Artificial Intelligence, virtual and augmented reality, Collaborative Online International LearningAbstract
The article explores the integration of innovative technologies in teaching English for Specific Purposes to students majoring in Information Technologies. It argues that traditional approaches are inadequate in addressing the demands of the digital era. Therefore, the adoption of educational innovations is essential to ensure the relevance and effectiveness of English for Specific Purposes instruction. The subject of the study is the integration of innovative digital technologies and Open Education principles into ESP teaching for IT students. The object of the study is the process of teaching English for Specific Purposes to IT students in higher education. The study focuses on technologies that aligned with the principles of Open Education, including artificial intelligence and chatbots, virtual and augmented reality, learning management systems, gamification, and international educational initiatives — particularly the Collaborative Online International Learning format. The study employs a combination of methods, including theoretical analysis of scientific literature, policy documents, and empirical studies on ESP, Open Education, and digital technologies; comparative analysis of technological tools and pedagogical approaches relevant to ESP instruction; content analysis of open educational resources and platforms used in ESP; case study method for examining practical implementation of innovative technologies (e.g., AI tools, VR/AR, COIL); and generalisation and synthesis for formulating practical recommendations for integrating technologies into ESP curricula. The article emphasizes the importance of Open Education as both a philosophy and a methodology that promote accessibility, co-creation of knowledge, and flexible learning. Special attention is given to the SAMR model as a framework for the implementation of technology — from substitution of traditional methods to their complete redefinition. The author illustrates how these technologies can be used to create a learning environment focused on collaboration, critical thinking, and intercultural communication. The study also identifies the challenges associated with technology integration, including digital inequality of learners, teacher resistance, pedagogical inconsistency, and issues issues related to copyright and licensing. Despite these obstacles, the article highlights the transformative potential of educational technologies to enable personalized learning, foster global competencies, and enhance the authenticity and sustainability of educational programs. The article concludes with practical recommendations for further integration of innovations in the line with open pedagogy and the needs of the IT industry.
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