«DIGITAL EDUCATIONAL TECHNOLOGIES IN PHILOLOGICAL EDUCATION: THE EFFECTIVENESS OF INTERACTIVE PLATFORMS FOR KNOWLEDGE ASSESSMENT»

The article presents a comprehensive analysis of the transition from traditional knowledge-centered assessment models to modern competency-based communicative approaches in higher philological education under the influence of global digital transformation. The study explores the didactic potential of interactive platforms, proposes a classification of modern digital tools based on their functional capabilities, and details the psychological and methodological barriers that impede the integration of new assessment resources. Special attention is paid to the risks of student thinking fragmentation and the challenge of verifying productive speech skills within fully automated assessment systems. As a result of the research, key methodological conditions are formulated to maintain an effective balance between digital and traditional human-oriented assessment.