Abstract
The article presents a methodological model for the formation of university students’ foreign language communicative competence (FLCC) based on modern digital teaching technologies. The relevance of the study is due to the global digitalization of education and the need to prepare graduates with a high level of foreign language proficiency for effective intercultural communication. The article describes the theoretical foundations of the FLCC concept, substantiates the inclusion of the digital component as a metacompetence, characterizing the key approaches to its formation. We propose a structural model that includes target, conceptual, procedural-methodical and result blocks, integrating digital educational resources and technologies, e-courses, web projects, virtual communication platforms, and artificial intelligence tools into the educational process. The article presents the results of our experimental test of the model based on the English language teaching: the use of digital technologies demonstrated a statistically significant increase in the level of FLCC in students of the experimental group compared to traditional teaching methods. In conclusion, the article formulates methodological recommendations for the implementation of the developed model in the practice of university foreign language teaching and outlines prospects for further integration of the new digital tools to improve the efficiency of the ICC formation.