Digital tools for forming communicative competencies in higher education institutions

The purpose of the article is to analyze the experience of using digital tools in teaching Maritime English with the aim of mastering communicative competencies by students of higher education institutions. The research methods used in the article are theoretical (analysis, synthesis, generalization) and empirical (observation, testing). In the study results, the author describes various digital tools and their application using the example of the Kherson State Maritime Academy. Media and information literacy are recognized as two of the most important competencies in the current realities of the digital transformation of society. Neglecting them can lead to chaos in ideas about the world. Taking into account the challenges facing us the author outlined important tasks facing the sphere of higher education. Based on the analysis of global trends, scientific literature and expert opinions, the problems facing our country in the sphere of innovative transformation of the educational sphere into a free unified space that promotes the development of intellectual human capital in the context of digitalization have been identified. In addition, digitalization processes and the rapid development of information and communication technologies make the issue of mastering media and information literacy competencies relevant. The paper defines the capabilities of Google Classroom and Zoom web services, Moodle, Kahoot!, Vseosvita, LearningApps, Canva, Rebus1.com platforms, the educational project NaUrok, the Google Forms program for the formation of general competencies of education applicants. The features of the methodology of gamification of the educational process and the organization of quality control of education with the involvement of modern digital tools are considered taking into account the specifics of the formation of unified methodological approaches to teaching Maritime English in higher education institutions. Their advantages and disadvantages are also determined. In the conclusions, attention is drawn to the benefits of using digital tools, which were identified in the process of their direct application in the educational process.