Abstract
The study examines the role ofdigital educational technologies in teaching German as a second foreign language within the bilingual higher education environment. Using a quantitative, descriptive design, data was collected from 150 university teachers through a self-developed questionnaire. Conclusions indicate that the responsible majority were mid-career teachers with 6–10 years of professional experience, providing reliable insight into class practices. Results suggest that teachers strongly confirmed the effectiveness of digital devices in increasing vocabulary, grammar, and communication skills and increasing inspiration, cooperation, and inclusion. The average score above 4.0 reflects a wide consensus on the positive impact of digital technologies on the results of student learning. Teachers also reported readiness to integrate digital pedagogy, though challenges such as infrastructure limitations and the need for continuous professional training were emphasized. Significant differences in perceptions emerged by age and experience,with younger and mid-career teachers showing greater acceptance of technology. Overall, the study highlights both the promise and conditions necessary for sustainable digital pedagogy in bilingual contexts.