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This study investigates the impact of cognitive strategies on professional vocabulary acquisition in CLIL curricula, employing a mixed-methods approach. Results from quantitative analysis, specifically an ANCOVA test, decisively reject the null hypothesis and reveal significant improvements in vocabulary proficiency due to targeted cognitive strategies. Thematic analysis of student feedback supports the efficacy of these strategies in creating interactive learning experiences. The Experimental Group (EG) consistently demonstrates enhanced vocabulary acquisition, particularly at advanced levels, while the Control Group (CG) shows stable proficiency with less progress. This divergence is attributed to the application of cognitive strategies by the EG. The study emphasises the importance of integrating cognitive strategies into CLIL curricula, highlighting customisation to address unique challenges. Future research should explore long-term effects on vocabulary retention, their applicability across diverse subjects, and effective methods for training educators to implement these strategies in various educational settings.

This article explores the challenges and methods related to developing fluency in a foreign language for professional purposes at university. It deals with the difficulties faced by both teachers and students in maneuvring through linguistic complexities, overcoming language barriers and mastering specialized terminology relevant to various professional fields. The article highlights the importance of a targeted approach that fosters not only linguistic proficiency but also a deep understanding of cultural distinctions and communication norms, specific for various industries. Additionally, it investigates pedagogical strategies and methods aimed at enhancing fluency acquisition at classes of foreign language for professional purposes. Key challenges in the process of developing fluency at classes of foreign language for professional purposes have been highlighted: linguistic complexity; language barriers; cultural nuances; motivation and engagement; limited practice; fear of making mistakes; individual learning styles and preferences; assessment and feedback. Possible methods for developing fluency have been considered: communicative language teaching; immersion into a targeted language; organizing language exchanges; using authentic materials; role-playing and simulation; fluency-oriented activities, unassisted repeated reading and audio-assisted repeated reading; digital storytelling; vlogging, etc. By highlighting challenges and a certain number of existing methods of fostering fluency development, the article stresses on the necessity to provide regular feedback and correction of mistakes. Creating a favorable, engaging, interactive, and stress-free learning environment in the classroom has been stressed as the key prerequisite.

The article deals with the quality of higher education in the context of global trends in higher education development, taking into account global and international influences that encourage discussion of the problem of higher education quality assurance. The concept of quality has been considered and the lack of consensus regarding its conceptualization and evaluation has been stated. The higher education quality has been considered from a pedagogical point of view – as a systematic methodological category reflecting the degree of conformity of the result to the goal set, as well as the correspondence of the product to the consumers’ requirements and as a set of its characteristics determining the degree of suitability of the product for its intended use. It has been noted that the concept of quality and its indicators are debatable due to the presence of a range of stakeholders – persons interested in higher education. The difference in the value of higher education quality for each of the interested parties has been determined by the presence of their own interests and their own vision of quality. Globalization, the massification of higher education and the ICT revolution have been stressed in the article as factors that have radically changed the higher education environment, creating new challenges for governments, higher education institutions and other stakeholders. Higher education quality assurance has been defined as a global problem, and the growing attention to this problem has been noted in connection with the rapid development of higher education and the increase in the cost of educational services for the state and the public. Recent trends in higher education have been reviewed and their advantages and disadvantages have been noted.

The article deals with the role and possibilities of use of creative writing in efficient teaching of foreign languages at higher educational institutions. The article considers how creative writing can support foreign language learning by students and how creative writing promotes language development at all levels: vocabulary, grammar, phonemics, discourse. The concepts of «creativity» and «creative writing» have been considered and the characteristics of creative writing texts have been outlined; the ways and forms of creative writing for the use at foreign language classes have been stated. Creative writing is also stated as an excellent method to develop writing skills, encourage students to write, develop vocabulary, grammar, imagination. Creativity has recently won great popularity in numerous contexts, showing both positive («creative writing») and negative («creative accounting») connotations. Completing creative tasks, students have an opportunity to express and assert themselves through the means of a foreign language, get satisfaction from the process of producing a written and spoken expression in addition to the fact of getting a finished product. Creative writing has been defined as a form of writing that expresses feelings, thoughts or ideas in an imaginative way which provides students with new ways to play with the language which enhances their writing skills and helps them to improve all their language skills. It has been said that the benefits from the use of creative writing when teaching and learning foreign language stretch beyond formal language acquisition into more personal, socio-cultural, and psychological domains that lead to self-empowerment.

The article deals with the importance of development of future specialists’ creativity at foreign language classes. The concept of creativity has been disclosed; the conditions and opportunities for its development have been revealed. The problem of subjective well-being has been considered. The vision of creativity by researchers from different countries of the world has been represented: as the ability to create original and adaptive products; applicability and usefulness in resolving problems at hand; changeability over time and due to cultural and socio-economic realities; as a source of new technologies, methods and techniques of social work and productive ways of their application. Methods and techniques for development of creativity at foreign language classes have been suggested: asking open-ended or challenging questions; encouraging students to talk freely on various topics; finishing unfinished stories; creative writing in the form of self-invented stories, poems, plans, inventions; development of projects, etc. The methods and tools for improving and promoting future specialists’ creativity have been represented. The impact of creativity on subjective well-being at foreign language classes has been stated and considered. The effect of creativity on subjective well-being has been disclosed. The concept of well-being has been revealed as the state of being or doing well in life; happy, healthy, or prosperous condition; moral or physical welfare of a person or community. The connection of these aspects of well-being with the acquisition of a foreign language have been stated, which, apart from the cognitive gains, can contribute to person's social and emotional well-being.

The article deals with the concepts of creativity and the importance of its development in students at foreign language classes. It has been revealed that the development of students’ creativity is conditioned by the need to implement complex, non-standard tasks and to resolve situations in the process of professional international communication and the need to establish a deeper mutual understanding. Language acquisition is formulated in the article as an extremely complex and creative process, which is influenced by social and cultural environment inside and outside the language context, the structure of native and foreign languages, the duration of communication in a foreign language, the regularity of using languages, individual characteristics and experience, as well as methods of teaching and learning. The article reveals the researchers’ vision of creativity: as a universal ability to be creative; personality traits; an individual’s ability to go beyond the given situation, to create original value; the process of manifestation of one’s own individuality; an obligatory teacher’s characteristic. The article indicates the multidimensional nature of creativity, emphasizing that the basis for creativity can be knowledge both in technical and non-technical fields. The article reveals the need to generate a creative atmosphere in the audience, which implies a high level of initiative, activity and diligence, as well as encouraging students to independent search, discover, experiment, acquire knowledge and skills, express their own opinions and conflicting opinions; creation of space for discussion, advocacy of ideas, as well as for the development of tolerance and recognition.