A review of approaches to developing professional competence of philology students through reflective technology: the role of the TPACK model

Abstract

This article presents a comprehensive review of modern approaches to developing professional competence in philology students during English language teaching, with a special focus on the role of reflective technology and the TPACK model as tools for technological and methodological integration. In the context of the rapid transformation of higher education, the necessity of overcoming fragmentation in forming digital and pedagogical skills of future specialists is emphasized. Existing strategies, methodologies, and practical case studies on integrating technological competencies into the training of future foreign language teachers are analyzed. Particular attention is paid to factors ensuring the effectiveness of professional competence development based on the TPACK model, as well as a comparative analysis of approaches to integrating content, pedagogical, and technological knowledge. Based on the conducted analysis, a three-level system of tasks and exercises, including domain, paired, and integrative tasks based on Gibbs’ reflective cycle, is proposed. Recommendations for improving training programs for philology students under the digitalization of language education are formulated, and promising research directions are outlined. The article is intended for educators, methodologists, and researchers dealing with the integration of technology into philological education.