Abstract
This article explores the didactic potential of authentic digital materials in developing linguacultural competence among university students majoring in language-related disciplines. The relevance of the study is determined by the rapid expansion of digital learning environments and the increasing demand for graduates who are capable of effective intercultural communication in professional contexts. The study is based on analytical review and theoretical synthesis of scholarly research addressing authenticity in language education, digital learning resources, and linguacultural approaches. The findings indicate that authentic digital materials, including online media texts, audiovisual content, podcasts, and interactive platforms, contribute not only to language skill development but also to learners’ ability to interpret culturally embedded meanings, pragmatic norms, and value systems. Engagement with authentic digital content enhances student motivation and facilitates exposure to real-world language use in diverse sociocultural contexts. At the same time, the analysis demonstrates that the pedagogical effectiveness of authentic digital materials depends on their methodologically sound selection and structured integration into the learning process. Without instructional scaffolding, such materials may increase cognitive load and reduce learning efficiency. To address this challenge, the article proposes a didactic model for developing linguacultural competence through authentic digital materials. The model incorporates criteria for resource selection, stages of identifying linguacultural markers, task-based instructional design, the use of virtual interaction as a form of intercultural engagement, and competence-oriented assessment. The proposed framework offers practical guidance for integrating authentic digital content into foreign language curricula in higher education.