Abstract
The paper examines the development of the Connectivist model through the identification of key components of the foreign-language SMART environment. The study is based on the methodology of structural modeling for designing and developing a foreign-language SMART environment. The application of this methodology to modeling educational environments is related to the studied phenomenon, which is based on five fundamental components of the SMART domain: (Self-), (Media-), (Art-), (Re-), and (Trans-). Analysis of the literature review, regulatory and legal documents, as well as labor market requirements, helped to determine all structural components of the model and their content. The target, theoretical, and methodological components present basic conceptual approaches and principles; the leading content, functional, and technological components represent the conditions of operation of this model. The teacher and student are “divergent individualities” and the main actors of the proposed model, which contributes to its implementation and integration into the educational space. The article argues that the integration and interaction of all these model components will contribute to achieving its goal and help create a sustainable learning environment.