LINGUA-DIDACTIC PRINCIPLES FOR ENHANCING STUDENT LEARNING IN THE CREDIT-MODULE SYSTEM
Abstract
This article examines the application of lingua-didactic principles for enhancing student learning in the credit-module system of higher education. The credit-module framework, which emphasizes flexibility, transparency, and student-centeredness, requires effective didactic and methodological support. Lingua-didactics provides a solid theoretical foundation for improving language learning, developing communicative competence, and organizing independent study activities. The study argues that integrating lingua-didactic principles into the credit-module system promotes learner autonomy, critical thinking, and academic mobility while ensuring alignment with international standards of higher education. The findings suggest that such integration not only improves educational outcomes but also contributes to the professional growth of students and the modernization of higher education.
Keywords
lingua-didactics, credit-module system, student learning, higher education, learner autonomy, communicative competence, independent study.How to Cite
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