Integration of project-based learning and artificial intelligence technologies in foreign language training of higher education students

Abstract

The purpose of this article is to identify effective mechanisms for integrating project-based learning and artificial intelligence (AI) technologies in the development of foreign language communicative competence among higher education students. The article highlights the role of artificial intelligence as a systemic factor in transforming the educational environment, leading to changes in traditional learning models, particularly within foreign language education, and to a re-conceptualisation of the teacher’s role as a facilitator, moderator and consultant in the organisation of learning activities. The integration of project-based learning with artificial intelligence tools is conceptualised as a didactically grounded approach that combines language practice with the development of critical thinking, research skills and learner autonomy. In this context, particular attention is given to various types of project activities, including information-research, analytical problem-based, practice-oriented and interdisciplinary projects. Such activities promote the use of foreign language resources within a meaningful communicative environment and integrate linguistic practice with analytical and cognitive engagement. Special emphasis is placed on the functional role of artificial intelligence technologies, notably intelligent language models, adaptive learning platforms, automated feedback systems and digital assistants, which contribute to enhancing the quality of the educational process, optimising communication and supporting the individualisation of learning. The study demonstrates that the use of AI tools in the form of analytical tasks, mini-projects and personalised learning assignments facilitates the development of academic argumentation, critical analysis, and conscious language choice, while maintaining the learner’s central role in the acquisition of foreign language knowledge. The article also addresses methodological aspects of implementing digital technologies in foreign language training and emphasises the importance of systematic pedagogical support and a differentiated approach to task design. Such an approach ensures the conscious use of linguistic resources and increases the effectiveness of integrating AI technologies into project-based activities. In conclusion, the combination of project-based learning and artificial intelligence technologies constitutes a holistic linguodidactic model aimed at developing professionally oriented, cognitive, and intercultural skills among higher education students. This integrated approach enhances the effectiveness of the educational process and supports the development of foreign language communicative competence within the context of the digital transformation of higher education.