Transition from didactic alienation to competence-oriented learning models for the digital generation in higher education

Abstract

The article explores the transformation of the higher education educational space under conditions of didactic uncertainty and the rapid proliferation of generative artificial intelligence technologies. The relevance of the study is driven by the profound rift between outdated reproductive teaching methods and the cognitive-psychological profile of the modern digital-generation student. The study aims to provide a theoretical substantiation and practical design of innovative didactic models for teaching English for Specific Purposes (ESP) that counteract the phenomenon of didactic alienation. A complex of methods was applied, including systemic-action analysis, comparative deconstruction of traditional methodologies, and didactic modeling.