Methodological model of professionally oriented foreign language teaching for students in specialized classes based on technological solutions based on artificial intelligence

Importance. Artificial intelligence technologies are being actively introduced into school education, requiring a revision of the content, methods and means of teaching a foreign language. At the same time, professionally oriented education in specialized classes based on technological solutions based on artificial intelligence, which contributes to the formation of professional selfdetermination of schoolchildren, is of particular importance. At the same time, the existing teaching methods do not sufficiently take into account the didactic potential of artificial intelligence for the integration of language and vocational training for the purpose of vocational guidance of schoolchildren. The purpose of the research is to develop and describe a methodological model of professionally oriented teaching of a foreign language to students of specialized classes based on technological solutions based on artificial intelligence within the framework of the integrated course “Foreign Language and Computer Science”.

Materials and Methods. The research is based on an analysis of scientific literature on pedagogy, psychology and methods of teaching foreign languages (including articles from Scopus, Web of Science, the “White List” of scientific journals and the list of the Higher Attestation Commission of the Russian Federation), as well as a method of monitoring the educational process in specialized classes of Derzhavin University Lyceum, where an integrated course is implemented.

Results and Discussion. A methodological model is proposed that includes five blocks: prerequisites (requirements of the Federal State Educational Standard of Secondary General Education and contradictions), target (formation of foreign language communicative and professional competencies), methodological (systemic, competence-based, personal-activity, communicative-cognitive, integrated approaches; concepts of informatization and career guidance training; didactic and methodological principles), technological (psychological and pedagogical conditions, learning tools – teaching methods and artificial intelligence tools, methods, forms of organization of the educational process) and evaluative and effective.

Conclusion. The developed model shows how artificial intelligence can be systematically integrated into the learning process, ensuring the formation of foreign language communicative and professional competencies, as well as professional self-determination of schoolchildren. The implementation of the model at the Derzhavin University Lyceum confirms its practical effectiveness. The prospects for further research are related to clarifying the evaluation criteria and expanding the range of technological solutions based on artificial intelligence.

1. Sysoyev P.V. (2023). Artificial intelligence in education: awareness, readiness and practice of using artificial intelligence technologies in professional activities by university faculty. Vysshee obrazovanie v Rossii = Higher Education in Russia, vol. 32, no. 10, pp. 9-33. (In Russ.) https://doi.org/10.31992/0869-3617-2023-32-10-9-33 , https://elibrary.ru/tzytkm

2. Sysoyev P.V. (2025). A modern teacher’s competence in the field of artificial intelligence: structure and content. Vysshee obrazovanie v Rossii = Higher Education in Russia, vol. 34, no. 6, pp. 58-79. (In Russ.) https://doi.org/10.31992/0869-3617-2025-34-6-58-79 , https://elibrary.ru/zjmqfd

3. Baidikova T.V. (2019). Methodical model for teaching foreign professional communication students of “agricultural engineering” program based on content and language integrated learning. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 24, no. 181, pp. 55-67. (In Russ.) https://doi.org/10.20310/1810-0201-2019-24-181-55-67 , https://elibrary.ru/fypxev

4. Gavrilov M.V. (2023). Methodical model of teaching law students to legal drafting in a foreign language using artificial intelligence tools. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 28, no. 6, pp. 1452-1466. (In Russ.) https://doi.org/10.20310/1810-0201-2023-28-6-1452-1466 , https://elibrary.ru/bzwqpj

5. Tokmakova Yu.V. (2020). Methodic model of teaching professional foreign language communication students of “technology of production and processing of agricultural products” program based on the model of content and language integrated learning. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 25, № 186, pp. 53-63. (In Russ.) https://doi.org/10.20310/1810-0201-2020-25-186-53-63 , https://elibrary.ru/xdnrys

6. Belousov A.S. (2022). The model of content and language integrated learning as a mean of career guidance of secondary school students of the humanities classes. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 27, no. 2, pp. 420-431. (In Russ.) https://doi.org/10.20310/1810-0201-2022-27-2-420-431, https://elibrary.ru/iaiucd

7. Belyaev A.A. (2024). Methodological model for teaching residents of foreign language professional communication based on an integrated approach. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 29, no. 4, pp. 955-972. (In Russ.) https://doi.org/10.20310/1810-0201-2024-29-4-955-972 , https://elibrary.ru/bntoxn

8. Bim I.L. (1988). Theory and Practice of Teaching German in Secondary Schools. Moscow, 254 p. (In Russ.)

9. Shchukin A.N. (2012). Theory of Teaching Foreign Languages (Linguistic and Didactic Foundations). Moscow, 336 p. (In Russ.) https://elibrary.ru/zvbxme

10. Blauberg I.V., Sadovskii V.N., Yudin E.G. (1970). A systematic approach in modern science. Problemy metodologii sistemnykh issledovanii = Problems of the Methodology of System Research, pp. 7-48. (In Russ.)

11. Blauberg I.V., Sadovskii V.N., Yudin B.G. (1978). The philosophical principle of consistency and a systematic approach. Voprosy filosofii = Questions of Philosophy, no. 8, pp. 39-52. (In Russ.) https://elibrary.ru/rwidgd

12. Khutorskoi A.V. (2003). Key competencies: design technology. Narodnoe obrazovanie = Public Education, no. 5, pp. 55-61. (In Russ.) https://elibrary.ru/sgukwn

13. Zimnyaya I.A. (2003). Key competencies – a new paradigm of educational outcomes. Vysshee obrazovanie segodnya = Higher Education Today, no. 5, pp. 34-44. (In Russ.) https://elibrary.ru/smmbfv

14. Rubinshtein S.L. (1946). Fundamentals of General Psychology. Moscow, 706 p. (In Russ.) https://elibrary.ru/yxgbwp

15. Leont‘ev A.N. (1977). Activity. Conscience. Personality. Moscow, 304 p. (In Russ.) https://elibrary.ru/ypteqm

16. Zimnyaya I.A. (1985). Personal-active approach to teaching Russian as a foreign language. Russkii yazyk za rubezhom = Russian Language Abroad, no. 5, pp. 17-21. (In Russ.)

17. Shchepilova A.V. (2003). Communicative and Cognitive Approach to Teaching French as a Second Foreign Language. Moscow, 488 p. (In Russ.)

18. Marsh D. (1994). Bilingual education and content and language integrated learning. Paris, International Association for Cross-cultural Communication, Language Teaching in the Member State of the European Union (Lingua), University of Sorbonne, 421 p.

19. Marsh D. (2002). Content and language integrated learning: the European dimension – actions, trends and foresight potential. Oxford, Oxford University Press, 204 p.

20. Coyle D. (2002). Against the odds: lessons from content and language integrated learning in English secondary schools. In: Education and Society in Plurilingual Contexts. Brussell, Brussells University Press, рр. 37-55.

21. Krylov E.G. (2013). Professional foreign language communication competence of a future engineer. Vestnik Permskogo natsional’nogo issledovatel’skogo politekhnicheskogo universiteta. Problemy yazykoznaniya i pedagogiki = Bulletin of the Perm National Research Polytechnic University. Problems of Linguistics and Pedagogy, no. 7 (49), pp. 51-58. (In Russ.) https://elibrary.ru/rdwzox

22. Krylov E.G. (2018). Integrative Bilingual Teaching of a Foreign Language and Engineering Disciplines at a Technical University. Izhevsk, 376 p. (In Russ.)

23. Krylov E.G. (2021). Speech-based contextual activity as the basis of subject-language learning in a nonlinguistic university. Inostrannye yazyki v shkole = Foreign Languages at School, no. 5, pp. 20-29. (In Russ.) https://elibrary.ru/vgqqjr

24. Salekhova L.L. (2008). Didakticheskaya model’ bilingval’nogo obucheniya matematike v vysshei pedagogicheskoi shkole. Dr. Sci. (Pedagogy) diss. abstr. Kazan, 44 p. (In Russ.) https://elibrary.ru/njimbl

25. Salekhova L.L., Grigor’eva K.S. (2014). Implementation of the principles of object-language integrated learning through tehnology Web 2.0 in a technical university. Vestnik Rossiiskogo universiteta druzhby narodov. Seriya: Informatizatsiya obrazovaniya = RUDN Journal of Informatization in Education, no. 2, pp. 11-18. (In Russ.) https://elibrary.ru/scnmsl

26. Almazova N.I., Baranova T.A., Khalyapina L.P. (2017). Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics. Yazyk i kul’tura = Language and Culture, no. 39, pp. 116-134. (In Russ.) https://doi.org/10.17223/19996195/39/8 , https://elibrary.ru/zxrjcd

27. Sysoyev P.V. (2021). Key issues of the implementation of subject-language integrated teaching of a foreign language and specialized disciplines in Russian universities. Inostrannye yazyki v shkole = Foreign Languages at School, no. 5, pp. 10-19. (In Russ.) https://elibrary.ru/zwwwhu

28. Sysoyev P.V., Zavyalov V.V. (2018). Teaching foreign language written legal discourse to law students. Yazyk i kul’tura = Language and Culture, no. 41, pp. 308-326. (In Russ.) https://doi.org/10.17223/19996195/41/19 , https://elibrary.ru/xymcmx

29. Sysoyev P.V., Zavyalov V.V. (2019). Features of English language course content selection for law students for development of writing skills. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya = Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, no. 1, pp. 62-72. (In Russ.) https://elibrary.ru/vwbuvc

30. Sysoyev P.V., Zav’yalov V.V. (2021). Methodological principles of subject-language integrated learning. Inostrannye yazyki v shkole = Foreign Languages at School, no. 5, pp. 30-39. (In Russ.) https://elibrary.ru/cfuofx

31. Robert I.V. (2005). Main directions of informatization of education in russian schools. Vestnik moskovskogo gorodskogo universiteta. Seriya: Informatika i informatizatsiya obrazovaniya = MCU Journal of Informatics and Informatization of Education, no. 5, pp. 106-114. (In Russ.) https://elibrary.ru/kufkib

32. Robert I.V., Panyukova S.V., Kuznetsov A.A., Kravtsova A.Yu. (2007). Information and Communication Technologies in Education. Moscow, 312 p. (In Russ.)

33. Karev N.Yu. (2026). Matrix of artificial intelligence tools in the professional field of future computer scientists. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 31, no. 2, pp. 393-406. (In Russ.) https://doi.org/10.20310/1810-0201-2026-31-2-393-406 , https://elibrary.ru/ceszsg

34. Karev N.Yu. (2025). AI technologies in career guidance training in specialized classes for students within the integrated course ‘computer science and the English language. Inostrannye yazyki v shkole = Foreign Languages at School, no. 2, pp. 47-53. (In Russ.) https://elibrary.ru/byjxwh

35. Karev N.Yu. (2026). Teaching a professional foreign language and immersing students in the world of their future professions using artificial intelligence technologies in the integrated course “Computer science and English”. Inostrannye yazyki v shkole = Foreign Languages at School, no. 2, pp. 63-71. (In Russ.) https://elibrary.ru/hnaxjk

36. Kolesnikov A.A. (2018). Career guidance in teaching foreign languages. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya = Moscow State University Bulletin. Series 19. Linguistics and Intercultural Communication, no. 4, pp. 176-187. (In Russ.) https://elibrary.ru/ypgyzn

37. Kolesnikov A.A. (2021). Career guidance training as a special area in integrated language education. Inostrannye yazyki v shkole = Foreign Languages at School, no. 5, pp. 40-48. (In Russ.) https://elibrary.ru/jhmrgv

38. Passov E.I. (1985). Communicative Method of Teaching Foreign Language Speaking. Moscow, 208 p. (In Russ.)

39. Sysoyev P.V. (2024). Principles of teaching a foreign language based on artificial intelligence. Inostrannye yazyki v shkole = Foreign Languages at School, no. 3, pp. 6-17. (In Russ.) https://elibrary.ru/horgdd

40. Evstigneev M.N. (2024). Principles of foreign language teaching based on artificial intelligence technologies. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki = Tambov University Review: Series Humanities, vol. 29, no. 2, pp. 309-323. (In Russ.) https://doi.org/10.20310/1810-0201-2024-29-2-309-323 , https://elibrary.ru/ygipmo

41. Safonova V.V. (2001). Problematic Tasks in English Lessons at School. Moscow, 271 p. (In Russ.)

42.