DEVELOPING ENGLISH FOR IT PROFESSIONALS: CHALLENGES AND STRATEGIES IN HIGHER EDUCATION

Abstract

Problem statement. In the modern world of information technology, English has become a key instrument for professional communication, access to scientific resources, and international cooperation. For IT professionals, proficiency in English is not merely a desirable skill but an essential requirement for effective work, participation in global projects, and continuous professional growth. However, traditional methods of teaching English often fail to meet the specific needs of future IT specialists, as they overlook professional terminology, the variety of text genres, and the communicative contexts typical of the IT field. The COVID-19 pandemic, which accelerated the shift to online education, has further highlighted the need to adapt English for Specific Purposes (ESP) courses to digital environments. This situation necessitates the search for new teaching strategies, the integration of technological tools, and the refinement of methodological approaches in higher education. Purpose of the article. The aim of this study is to analyze the challenges and effective strategies in teaching English for IT professionals within the framework of modern higher education. The research focuses on identifying students’ needs, evaluating the impact of technological innovations on the learning process, developing methods for communicative competence formation, and improving pedagogical practices in ESP instruction. Research methodology and methods. The study employed a comprehensive set of methods, including analytical (for generalizing scientific sources on ESP methodology), comparative (for identifying common trends in international research), descriptive (for systematizing teaching strategies), and empirical (for analyzing practical outcomes of using digital platforms, interactive techniques, and blended learning). Elements of pedagogical experiment and survey methods were also used to assess students’ satisfaction with online and hybrid forms of learning English. Results. The analysis of current practices shows that effective English language instruction for IT professionals requires an interdisciplinary approach combining linguistic, professional, and digital competencies. Key challenges include insufficient adaptation of teaching materials to industry-specific needs, the limited availability of authentic IT-related texts, and the lack of practical communicative tasks integrated into the learning process. At the same time, the use of innovative strategies – such as project-based learning, gamification, simulation of professional situations, and the creation of authentic online linguistic environments—significantly enhances student motivation and fosters the development of practical skills. The application of platforms such as Moodle, Google Classroom, Coursera, GitHub Classroom, and specialized IT forums provides an adaptive environment for forming professional language proficiency. The study also revealed that ESP teachers working with IT students play multifunctional roles—they are not only language instructors but also facilitators of digital learning, moderators of project collaboration, and consultants on intercultural communication. The analysis of pedagogical practices across different countries (including Ukraine, Nepal, Croatia, Thailand, and the United Kingdom) demonstrates that successful ESP models for IT education are based on the integration of authentic materials, collaborative online courses, and active interaction between students and industry professionals. Conclusions and prospects. The research findings confirm that developing English for IT professionals within higher education requires the integration of linguistic, pedagogical, and technological approaches. The key factors determining effectiveness include curriculum adaptability, professional orientation, flexible teaching formats, and the incorporation of digital tools into the learning process. Future research should focus on developing interactive e-textbooks, analyzing the role of artificial intelligence in ESP learning, and comparing the effectiveness of various blended learning models.