Abstract
The article examines the pedagogical conditions for developing foreign language communicative competence among primary school students in the context of digital education. The growing incorporation of digital technologies into education necessitates adjusting teaching methods to align with current academic realities. Since digital transformation significantly influences instructional approaches, it is essential to determine the pedagogical conditions that ensure structured and effective foreign-language acquisition at the primary school level. The study aims to define and substantiate the pedagogical conditions that contribute to the development of foreign-language communicative competence among primary school students in a digital educational environment. The research methodology includes a theoretical analysis of relevant pedagogical literature and the use of the “Connected Papers” program for bibliometric analysis. Using this tool, the authors were able to map and organize scientific publications, identify thematic concentrations, and conduct a systematic review of existing approaches. As a result, the study classifies key pedagogical conditions. It proposes original definitions of "digitalization of primary education" and "pedagogical conditions for developing foreign language communicative competence in primary school students under digitalization." The identified conditions include integrating digital tools aligned with didactic goals, implementing action-based learning, and considering students’ cognitive and communicative readiness.