DIGITAL EDUCATIONAL PLATFORMS IN ENGLISH LANGUAGE TEACHING: A COMPARATIVE AND FUNCTIONAL ANALYSIS OF RUSSIAN AND INTERNATIONAL PRACTICES

ABSTRACT

This article analyzes current trends in the digitalization of English language teaching in the context of the global transformation of educational systems. A comparative functional analysis of international models (Finland, Germany, China) and Russian practice is conducted, identifying their organizational, technological, and pedagogical features. It is noted that, according to the Finnish National Agency for Education (2023), over 95% of Finnish schools use digital educational platforms, while in Germany this figure reaches 82% (BMBF, 2023), and in Russia, significant regional heterogeneity in the implementation of EdTech technologies remains. Particular attention is paid to the contradiction between the rapid development of digital solutions and the unevenness of their integration into the national education system. Based on this analysis, the author proposes a method for the flexible adaptation of digital platforms, based on a combination of humanistic teaching principles and domestic pedagogical traditions. The results of the study can be used to modernize digital learning programs, develop teaching materials, and form a national EdTech ecosystem.

АННОТАЦИЯ

 В статье анализируются современные тенденции цифровизации преподавания английского языка в контексте глобальной трансформации образовательных систем. Проведён сравнительно-функциональный анализ зарубежных моделей (Финляндия, Германия, Китай) и российской практики, выявлены их организационные, технологические и педагогические особенности. Отмечается, что по данным Finnish National Agency for Education (2023) более 95 % финских школ используют цифровые образовательные платформы, тогда как в Германии этот показатель достигает 82 % (BMBF, 2023), а в России сохраняется выраженная региональная неоднородность внедрения EdTech-технологий. Особое внимание уделено противоречию между быстрым развитием цифровых решений и неравномерностью их интеграции в национальную систему образования. На основе анализа предложена авторская методика гибкой адаптации цифровых платформ, основанная на сочетании гуманистических принципов обучения с отечественными педагогическими традициями. Результаты исследования могут быть использованы при модернизации программ цифрового обучения, разработке методических материалов и формировании национальной экосистемы EdTech.

Keywords: Digital educational environment, EdTech, adaptive learning, comparative analysis, flexible model.

Ключевые слова: цифровая образовательная среда, EdTech, адаптивное обучение, сравнительный анализ, гибкая модель.

Introduction: Modern education has entered a phase where digital technologies have ceased to be an auxiliary tool and have become a fully-fledged learning environment. Online resources, mobile applications, and artificial intelligence-based systems are shaping a new pedagogical reality, particularly noticeable in the teaching of English—a key element of global communication and intercultural interaction.

In these conditions, the education system faces the need to combine the traditions of humanistic education with innovative digital solutions. Understanding the role of digital platforms is becoming crucial for assessing the effectiveness of language training, the level of digital competence of teachers, and the quality of educational content.

Relevance of the study.

Global digitalization has radically changed the nature of pedagogical interaction: digital technologies are becoming the foundation of the educational process, not a supplement. In English language teaching, EdTech platforms are shaping new learning models—flexible, personalized, based on continuous feedback and the ability to adapt to individual learning paths. At the same time, a contradiction persists between the dynamic development of technologies and the unevenness of their implementation in Russian educational institutions. According to the Russian Ministry of Education (2023), the level of school readiness for digital learning ranges from 30% in rural areas to 90% in large cities.

Purpose of the study.

To identify the features, advantages, and challenges of using digital platforms in teaching English in Russia and abroad (using Finland, Germany, and China as examples), and to propose ways to adapt them to domestic educational conditions.

Scientific novelty.

For the first time, a functional and applied comparison of three foreign digital learning models with Russian practice was conducted based on common criteria (pedagogical organization, technological infrastructure, and personnel training). Based on the analysis, a concept for the flexible adaptation of digital platforms was developed, integrating international experience and national pedagogical principles, enabling the creation of a sustainable and humanistically oriented digital education model.

Research methods.

A comparative-functional analysis, content analysis of regulatory documents and strategies for digitalization of education, and a case study approach were used to identify the practical results of integrating digital technologies into English language teaching. The empirical base included government reports and statistical data from Finland, Germany, China, and Russia for 2018–2023.

• Digitalization of English Language Teaching: Current State

Today's digital educational environment represents the integration of technology, communication, and pedagogical practices, creating a fundamentally new format for interaction between teacher and student. While just ten years ago, digital tools were viewed as auxiliary, today they have become the core of the educational process, determining the structure, dynamics, and effectiveness of learning. This is particularly noticeable in the teaching of English—a subject that reflects not only the level of language proficiency but also the degree of society's integration into the global digital space.

The modern digital ecosystem relies on three key components: learning management platforms (LMS), mobile applications, and artificial intelligence-based systems. Learning Management Systems (Moodle, Google Classroom, Blackboard) create a unified infrastructure that supports course planning, assessment, and feedback [1, p. 45]. According to UNESCO (2023), 84% of educational institutions in Europe and 78% in OECD countries use LMS platforms in their regular teaching practices. Mobile applications—Duolingo, Busuu, Memrise, and others—ensure continuous language practice, allowing students to learn at their own pace and in the context of everyday interactions [7, p. 4]. Artificial intelligence (AI) personalizes the process: algorithms analyze errors, predict areas of difficulty, and create an individual learning trajectory [9, p. 12].

The introduction of these technologies has led to a profound transformation in teaching methods. The traditional model, based on linear learning, is giving way to blended and adaptive learning. The blended learning approach combines face-to-face and online modules, providing flexibility and an individualized pace for learning [2, p. 122]. The teacher becomes not only a knowledge carrier but also a moderator of digital communication, and the student an active participant in the learning process [3, p. 174]. The adaptive learning model, based on data analysis, allows the system to respond to the individual student's achievements, making the educational process dynamic and self-developing [9, p. 16].

One of the most significant results of digitalization has been the increased personalization of learning. Modern platforms offer individual development trajectories with continuous feedback, rather than standardized content—from automated pronunciation checks to written assignment analytics [8, p. 191]. According to the EdTech Index (2022) report, the use of automated feedback tools improves the accuracy of language acquisition by an average of 17%.

An equally important consequence of digitalization is the increased motivation and engagement of learners. Gamification elements—levels, rankings, and rewards—make the learning process emotionally engaging and maintain cognitive interest [6, p. 392]. The use of multimedia resources, virtual simulations, and augmented reality (AR/VR) platforms facilitates the development of linguistic and sociocultural competencies, transforming learning into an interactive experience.

However, alongside its positive effects, digitalization has also revealed a number of limitations. These include dependence on technical resources, overloading teachers with digital functions, and the risk of degrading content quality due to an excessive reliance on visual and game elements. OECD research (2023) shows that approximately 28% of teachers report an increased workload and a decrease in time for methodological training after the transition to blended formats. Furthermore, uneven access to digital resources remains a problem, especially in educational institutions with limited funding.

Thus, the digitalization of English language teaching is creating a new educational ecosystem in which technology is no longer an end in itself, but a tool for personal development and intercultural communication. This is not simply a change in the format of teaching, but a rethinking of the essence of education, where the technological environment serves humanistic goals—the development of autonomous, critically thinking, and socially responsible language users.

• International experience in integrating digital platforms

Global practice confirms that successful digitalization of English language teaching is only possible with a combination of technological maturity, a well-thought-out pedagogical concept, and consistent government support. Finland, Germany, and China have developed their own digital learning models that reflect the cultural, institutional, and value-based characteristics of their educational systems. Despite their diverse approaches, they share a key principle: technology should not replace the teacher—it should enhance their role, ensuring flexibility, individualization, and accessibility of learning.

Finland: Finland is considered one of the most successful countries in the field of digital transformation of education, where the implementation of technology is based on humanistic pedagogy and a focus on equal opportunities. As part of the national strategy Digital Education for All (2022), more than 96% of schools are equipped with high-speed internet, and 92% of teachers use digital platforms in their daily practice (Finnish National Agency for Education, 2023). Gamification and project-based learning methods develop autonomy and critical thinking, promoting meaningful student participation [6, p. 393]. At the same time, the Finnish model is not without challenges: an OECD study (2022) notes an increase in emotional burnout among teachers due to the constant digital burden and a lack of technical support in small municipalities. Thus, Finland's success is based on a combination of technological equality and a high level of pedagogical autonomy, but requires continuous investment in the human factor.

Germany: demonstrates an institutionally and regulatory-sustainable approach to digitalization. The federal project DigitalPakt Schule, implemented by the Federal Ministry of Education and Research (BMBF), aims to create a unified digital infrastructure, standardize LMS platforms, and improve the digital competence of teachers [11, p. 6]. LMS systems such as Moodle, MS Teams, and Blackboard ensure structure and transparency of the educational process [3, p. 244]. However, the systematic nature of the German model is accompanied by a slow pace of implementation: according to the Education Digital Monitor report (European Commission, 2023), only 67% of allocated funds had been used by the end of 2022 due to complex bureaucratic procedures and inconsistency between the federal states. Thus, the German experience combines a high level of institutional responsibility with a certain inertia of governance mechanisms.

China: is developing digitalization within the framework of the Education Informatization 2.0 strategy, focusing on artificial intelligence, big data, and networked ecosystems [12, p. 17]. The Tencent Classroom, iFlyTek, and XuetangX platforms provide personalized learning based on the analysis of large amounts of data on student behavior [9, p. 18]. The scale of digitalization is impressive: according to the Ministry of Education of the People's Republic of China (2022), over 10 million teachers have received advanced training in EdTech, and 98% of schools are connected to a unified educational network. At the same time, the Chinese model faces ethical and pedagogical risks: excessive centralization and algorithmization of the educational process raise concerns about a decrease in teacher autonomy and increased control over educational content.

Despite their differences, all three models demonstrate a high level of pedagogical and technological maturity. Finland embodies humanistic flexibility, Germany institutional systemicity, and China innovative scale. However, none of the models is universal: the sustainable development of digital education requires a balance between technological progress and pedagogical values. It is precisely this harmony between technology and humanism that transforms digital platforms from a management tool into a space for personal growth, creativity, and cultural dialogue.

• Russian practice and its challenges

The Russian digitalization model for education is developing at the intersection of large-scale state programs and local pedagogical initiatives. The primary strategic goal is to create a unified digital educational space in which technology becomes not an add-on, but an integral foundation of the educational process. Key projects defining this vector are the federal initiatives "Digital School" and "Digital Educational Environment (DEE)," aimed at developing national platforms, integrating content, and ensuring equal access to modern educational resources [3, p. 287]. As part of the DEE, by 2023, more than 32,000 schools were connected to a unified digital exchange system, and the total coverage of digital education programs exceeded 70% of secondary education institutions (data from the Ministry of Education of the Russian Federation, 2023).

Domestic technological solutions play a significant role in digital transformation. The Moodle platform, widely used in universities, provides flexible distance and blended learning, a transparent assessment system, and robust feedback between teachers and students [1, p. 97]. In the school sector, the Moscow Electronic School (MES) occupies a leading position—an ecosystem uniting over 55,000 interactive lessons, multimedia resources, and student performance analytics. Similar initiatives include Sferum, the Russian Electronic School (NES), and My School, which form the foundation for technological sovereignty and the creation of national content compliant with Federal State Educational Standards (FSES).

Despite the scale of the projects, the digitalization process faces significant regional inequalities. In large cities—Moscow, St. Petersburg, and Kazan—digital technologies have already become an integral part of educational practices, while a significant portion of rural schools still experience equipment shortages and poor internet connections. According to a Rosstat report (2023), only 63% of rural schools have stable broadband internet, compared to over 94% in cities. This asymmetry exacerbates the educational gap between regions and reduces the effectiveness of national digital transformation programs [2, p. 134].

The second major limitation remains the insufficient level of digital competence among teachers. Most teachers master digital tools formally, without methodologically integrating them into the educational process. Meanwhile, digital pedagogy requires fundamentally new skills—designing online courses, managing virtual communication, analyzing academic performance data, and developing individual educational trajectories [3, p. 301]. According to the National Center for Professional Education (2022), only 38% of Russian teachers rate their level of digital readiness as high. This leads to the mechanical use of technology, without a meaningful didactic approach, which reduces learning outcomes and is perceived by students as "formal innovation."

The third area of ​​concern is the limited adaptation of foreign practices. Models from Finland, Germany, and China are often borrowed without regard for national specifics. The Finnish focus on pedagogical autonomy and gamification requires greater freedom in methodological decisions than the Russian system, with its centralized regulation, allows. At the same time, the Chinese model, with its active use of artificial intelligence, raises ethical and legal questions, particularly regarding the processing of personal data and the preservation of pedagogical independence [9, p. 20].

Nevertheless, adapting, rather than copying, foreign practices is gradually becoming a priority in educational policy. For example, within the framework of the "Digital Teacher" project (Russian Ministry of Education, 2024), domestic digital didactic methods are being developed that combine the best international solutions with national teaching traditions.

Despite the identified challenges, the Russian education system possesses significant potential for further development. The rapidly growing domestic EdTech industry combines public and private initiatives. More than 500 companies operate in the market, offering solutions in adaptive learning, online testing, speech analysis, and intelligent assessment of written assignments [9, p. 23]. Communities of digital educators are actively developing, developing peer-to-peer mentoring, joint courses, and the exchange of best practices through online platforms. All of this contributes to the development of a culture of digital teaching, as well as the horizontal integration of pedagogical practices across regions.

Thus, the digitalization of Russian education is developing in a dualistic environment: on the one hand, there is high innovative potential, on the other, there are infrastructural and personnel limitations. To overcome this gap, a balanced development model is needed that combines technological advances and humanistic educational principles. In such a model, the digital environment should be viewed not as an external learning tool, but as part of the cultural space of modern schools and universities, ensuring equal opportunities and sustainable quality of education.

• Comparative-functional analysis and conclusions

A comparative analysis of digital educational models in Finland, Germany, China, and Russia reveals that, despite differences in infrastructure, regulatory mechanisms, and cultural attitudes, they all strive toward a common goal: the creation of flexible and adaptive learning systems in which digital technologies serve not as an end in themselves, but as a tool for individualization and improved quality of education. At the center of this transformation is the teacher—not simply a transmitter of knowledge, but a moderator of digital interaction and a mentor in a dynamic educational environment [6, p. 394].

The experiences of Finland and Germany demonstrate a stable combination of pedagogical freedom and institutional consistency, while China is relying on the large-scale implementation of artificial intelligence for monitoring and personalizing learning [9, p. 18]. Russian practice, although inferior in terms of technological integration, has a strategic advantage in flexibility and adaptability, capable of combining the humanistic focus of the Finnish system, the structural stability of the German model, and the technological innovation of the Chinese model.

Table 1.

Comparative functional parameters of digital educational models

This comparative framework demonstrates that the maturity of digital systems is determined not by the number of technologies, but by the degree of their integration into the value-based and humanistic foundation of education. Where digitalization is focused on personal development, a sustainable, self-regulating educational ecosystem is formed, capable of maintaining the quality of education in the face of technological change [4, p. 4].

Based on the analysis conducted, three priority areas for the development of the Russian digital education model can be identified:

1. Modular adaptation of foreign platforms to national conditions.

This isn't about directly borrowing ready-made solutions, but rather adapting their individual components—content, communication modules, and analytical tools—to the Russian system. This approach allows for the adoption of the strengths of foreign experience without losing cultural identity and methodological specificity [11, p. 14].

2. Development of digital competence of teachers.

Teachers must remain central to digital transformation. Professional development programs should include not only training in tool use but also development of instructional design: the ability to design digital scenarios, analyze educational data, manage online interactions, and ensure student well-being [1, p. 241].

3. Creation of a national EdTech ecosystem.

A unified educational platform with open resources is needed, uniting schools, universities, private companies, and government institutions. Such an ecosystem will ensure end-to-end data integration, the development of domestic AI tools, and reduced dependence on foreign technologies [3, p. 304].

The implementation of these areas will enable the development of a proprietary methodology for the flexible adaptation of digital platforms, based on variability, pedagogical appropriateness, and cultural consistency. Each educational institution will be able to build its own digital architecture from modules—LMS, mobile applications, AI solutions, and national resources—creating a space for pedagogical creativity, exchange, and innovation while maintaining uniform quality standards.

Conclusion

The digital transformation of English language teaching reflects profound changes in the culture of 21st-century education. The effectiveness of digitalization is determined not by the scale of the technologies implemented, but by their meaningful integration into the pedagogical process. Finland demonstrates the power of humanistic approaches, Germany the value of institutional consistency, and China the potential of artificial intelligence and analytics. Russia, currently undergoing structural restructuring, has the opportunity to combine these approaches into its own model of digital humanism, where technology is focused on the development of the individual rather than replacing human interaction.

The proposed flexible adaptation concept allows educational institutions to build their own digital ecosystems from modular components—LMS, mobile apps, AI tools, and domestic resources. This model doesn't replicate international models, but rather reinterprets them through the lens of national values ​​and pedagogical traditions.

The harmony of technology and human meaning holds the key to the formation of a modern Russian school and university, where the digital environment becomes a natural extension of live education, and English becomes a space for connecting cultures, knowledge, and opportunities.

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