DEVELOPING UNIVERSITY STUDENTS' COMMUNICATIVE CULTURE IN INTERNET ENVIRONMENTS THROUGH PROFESSIONAL-COMMUNICATIVE TASKS: A METHODOLOGICAL SYSTEM AND ASSESSMENT MODEL

Communicative activity in an internet environment does not, by itself, indicate that a student has developed communicative culture. Pedagogical outcomes depend on integrating a professional situation, a communicative problem, an addressee, collaboration, feedback, and reflection into a coherent task cycle. This article aims to develop a system of professional-communicative tasks and an assessment model for fostering university students’ communicative culture in internet environments. The study draws on methodological design, thematic synthesis of contemporary national and international literature, operationalization of communicative culture into observable indicators, and principles of scenario-based assessment of authentic communicative performance. Communicative culture is represented by five components: motivational-value, cognitive, communicative, activity-behavioral, and reflective. The article makes no quantitative claims regarding the empirical effectiveness of the intervention; rather, the proposed system is presented as a reproducible methodological framework for subsequent quasi-experimental testing.