By 2025, over 5. 2 billion people worldwide will use social media, representing approximately 63.9. 9% of the global population, with a growth rate of 4. 4.1% in the past year. Popular platforms include Facebook, Instagram, TikTok, Twitter, and WhatsApp. On average, users spend about 2 hours and 26 minutes daily on social media, accessing around seven different platforms. Communication on social media follows the same language norms-lexical, spelling, grammar, and syntax-as spoken language. This article aims to provide an in-depth analysis of lexical innovations in the language landscape shaped by social media and digital communication tools. It focuses on modern vocabulary used across platforms like Twitter, TikTok, Facebook, and Instagram. Special attention is given to modern English, which is the most widely used language in digital communication-approximately 1. 5 billion people speak English, and 52% of the world' s most popular websites contain English content. Using scientific and linguistic methods, the article explores how social media influences language at all structural and functional levels: lexical, phonetic, grammatical, syntactic, and graphic. It highlights characteristic lexical changes within groups, including memes, neologisms, abbreviations, acronyms, phraseological units, and hashtags. The functions of different types of lexical innovations on social networks are identified: hashtags promote seamless intercultural communication, neologisms help build group identities, memes serve entertainment and informational roles, and they disseminate prior information through text and graphics. The article also discusses negative effects of social networks on language, such as oversimplification, loss of nuanced expression, emergence of inaccuracies and grammatical errors in spontaneous communication, and potential adverse effects on mental health. Overall, the study shows that modern language practices reflect new concepts in social media culture-such as interactivity, upgrading, and visualization-that are transforming cultural and religious aspects and driving sustainable language change.
The article develops the content and justifies the features of professional training for specialists by creating a digital higher-education environment to develop their information and digital competence. The factors most influencing a student's level of information and digital competence are identified. The content of the digital environment of higher education is substantiated. The core idea of the experimental study is that our system for training future specialists in higher education, by creating a digital environment to develop students' information and digital competence, is an effective means of preparing competitive specialists. We, based on statistical analysis, have proven that the developed system of training future specialists of higher education by creating a digital environment for the formation of information and digital competence of students makes it possible to form a value component, a technological component, an activity component, and a reflexive component of the specified competence of future specialists. Thus, our experiment confirmed the study's hypothesis and demonstrated the effectiveness of the proposed system in developing the information and digital competence of future specialists.
The article explores the role of project-based digital activities in the formation of digital competence of high school students in computer science lessons. Modern education requires new approaches that combine technological tools and active involvement of students in the educational process. Project-based digital activities are an effective teaching method that allows students not only to acquire theoretical knowledge but also to develop practical skills in working with digital technologies. We consider the main stages of project-digital activities, including problem formulation, planning, research, project implementation, presentation of results, and reflection. The classification of projects that can be used in the educational process is presented: research, creative, game, information, telecommunication and practice-oriented. The article outlines the requirements for digital tools used in project activities, as well as their impact on enhancing students' cognitive activity. Particular attention is paid to the results of an empirical study conducted among high school students. The survey shows that most students are familiar with the concept of project-based digital activities, but their level of digital competence is assessed as average. It is found that the most popular types of project activities are creating presentations and video content, and the main platforms for communication are social networks and messengers. Students also note that the use of project-based digital activities increases their motivation to learn. The article emphasises the important role of the teacher, who acts not only as a source of knowledge but also as a mentor, coordinator and moderator of the educational process. The results of the study confirm that the integration of project-based digital activities into the educational process contributes to improving students' digital literacy, develops their analytical skills, critical thinking, and teamwork skills, which are essential for successful socialisation in the modern digital society.
This article emphasises the need to modernise art education by integrating neuropedagogical technologies and artificial intelligence (AI). Indeed, neuroscientific achievements (neurophysiological, neurobiological, neuropsychological, and neurosurgical) and AI have an enormous impact on people's everyday lives, especially in education. Neuropedagogy is a higher, current level of classical pedagogy. It recognises the achievements of education, pedagogy and psychology, as well as selects, refines and develops its most successful methods. Besides, this science proposes and implements new methods more effective and comprehensible for students. Importantly, the article shows how one can update art education by implementing design education and ensuring digitalisation. The main goal of art and design education is to prepare a qualified specialist. This specialist should be capable of gaining cultural experience and applying the latest technologies, including digital tools. This is made possible through the use of neuropedagogical technologies and AI, with attention to the effectiveness of their implementation. Using multimedia technologies and AI plays a key role in updating art education by integrating neuropedagogical technologies. This approach strengthens the visual perception of the learning process. It also brings transformative changes to art education by emphasising the core educational aspects. These changes are guided by the influence of neuropedagogical principles.
The strategy of collaborative learning using digital tools optimizes the educational process and fosters a deeper understanding of knowledge. It also promotes the development of problem-solving skills, communication, teamwork, and self-organization. The article reveals the didactic potential of using Google Slides as an effective tool for organizing joint educational activities of students. The collaborative technology for creating a Google Slides was tested with master's students in the process of studying mandatory and elective components. ABased on a questionnaire using a Google Form, practical experience of students using digital tools was identified, and difficulties and positive aspects of work during the creation of a joint Google Slides were noted. The requirements that a teacher must take into account when using the technology of collaborative work on a presentation in real time are indicated. The algorithm for organizing students' work by the teacher is summarized: communicating the goal and objectives of joint workon the presentation; providing requirements for the content and structure of information on the slide; determining technical requirements for the design of the presentationslide; informing about the deadlines for completing the work and the conditions for creating a presentationas a resultof students' joint educational activities; consulting support and providing feedback. The technology for joint work of students on creating a Google Slides is provided. It includes the following stages: predictive-target (goal, tasks, principles of work); design-constructive (analysis, information collection; modelling of information content, discussion; selection of means, resources; construction of the content of the task); generalization (discussion of the strategy for presenting the work; presentation of the results of joint activity; reflection, exchange of opinions; evaluation). An algorithm is proposed for students to independently check the quality of the completed task. The positive characteristics of creating a joint presentation using Google tools for teachers and students are highlighted.
