Practical tips and interactive learning tools for the work of a foreign language teacher at a technical university in the conditions of blended learning during the full-scale military aggression of Russia against Ukraine

Abstract

This study examines effective strategies and means of blended learning of foreign languages in technical universities in crisis situations. Mixed research methods were used, including online surveys, semi-structured interviews and case studies to collect data on blended learning practices, digital tools, teacher-student and peer-to-peer interaction, emotional intelligence, assessment, reviews and problems faced by teachers of foreign languages. The results show the importance of fostering student engagement and collaboration through core learning principles, seamlessly integrating digital tools into the learning process, and fostering effective communication between students and between students and teachers. In addition, the research highlights the importance of emotional intelligence and resilience for both teachers and students, and the critical role of assessment and feedback in supporting learning. The theoretical and methodological novelty of the research results lies in the integration of pedagogical, psychological and technological perspectives to solve the unique problems faced by teachers of foreign languages in technical universities during the military crisis. By combining these different dimensions, the study offers a comprehensive framework that goes beyond existing research that has primarily focused on either general education or stable educational environments. The study also contributes to the understanding of blended learning in crisis situations by identifying and evaluating specific digital tools and platforms that can be used effectively in foreign language teaching in technical universities. In doing so, it provides educators with a ion of resources tailored to their specific context, as well as guidance on how to use these tools successfully. The data obtained this study can inform teachers, educational policy makers and researchers about the complexities of blended learning in crisis situations, ultimately improving the quality and continuity of foreign language learning. Further research is needed to expand on these findings and examine long-term implications, benchmarking, new technologies, teacher training, political factors, and student perspectives on blended foreign language learning in times of crisis.