STRATEGIES FOR THE PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHING IN RUSSIA AND FINLAND

Abstract

The article presents the results of a comparative analysis of the professional training of foreign language teachers in Russia and in Finland (2023-2025, n=82). The methodology is based on the prognosis of development of education until 2030 (Holon IQ, 2018) [1]. The study involved 48 Russian and 34 Finnish undergraduate students. The research revealed significant differences in the professional training scenarios for future foreign language teachers. Russian students receive primarily traditional (academic) education with an emphasis on regional specifics. In contrast, Finnish students are trained predominantly in the paradigm of peer-to-peer interaction including the use of digital interaction tools, such as AI technologies. Differences in the level of digital competence of foreign language teachers have been identified: Finnish students exhibit greater inclination to engage with AI (68% compared to 22%) and to pursue micro-credentials (71% compared to 14%) during their studies. The results obtained can be used to analyze, update and design training, retraining and professional development programs for foreign language teachers.