СИСТЕМНІ ТА ПЕДАГОГІЧНІ БАР’ЄРИ У ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ: КОМПАРАТИВНИЙ АНАЛІЗ

Relevance of the study lies in the need to synthesize contemporary scientific approaches and formulate practical recommendations to enhance the effectiveness of English language teaching in higher education institutions. Aim: a synthesis of contemporary scientific research dedicated to the challenges of teaching English as a foreign language in higher education institutions, and a systematization of recommendations based on empirical data. Methods: theoretical analysis of scientific literature, content analysis of contemporary publications on the topic, synthesis and classification of approaches to teaching English, comparative analysis of pedagogical practices in higher education, and interpretation of results from previous empirical studies. Results: main systemic and pedagogical factors complicating the effective teaching of English as a foreign language in higher education institutions have been identified. Problems related to insufficient teacher training, limited resources, and the mismatch of curricula with modern communicative needs have been revealed. The obtained results provide a foundation for developing practical recommendations aimed at improving the quality of language education. Conclusions: analysis of contemporary scientific literature has shown that key problems include both external barriers (outdated curricula, standardized assessment, limited access to professional development) and internal factors related to pedagogical approaches and the level of teacher training. These factors reduce the quality of language education and hinder the development of students’ practical skills. Overcoming these challenges requires a comprehensive approach: reforming educational policy, updating curricula, ensuring continuous professional development for teachers, implementing flexible student-centered methodologies, and supporting the integration of authentic and digital resources.