Formation of professional lexical competence of agrocybernetics specialists in the online environment

The subject of the work is the process of forming professional lexical competence (PLC) for agrokibernetics specialists, who design and operate data collection, modeling, and management systems in the agro-industrial complex. The specifics of this subject area are explained by its interdisciplinary nature: the formation of PLC must occur at the intersection of engineering, IT, and agricultural disciplines, requiring the development of special methodological approaches. The goal is to justify a conceptual model for the formation of PLC in an online environment (based on the English language), which includes components of vocabulary selection, reinforcement, and assessment. The initial problem lies in the gap between the rapid complexity of the agrotechnological agenda (sensor networks, control algorithms, predictive analytics, digital twins) and the relatively conservative practices of teaching ESP, where vocabulary is poorly transferred to real communicative tasks. A comprehensive methodology has been applied regarding methods, represented by theoretical analysis and synthesis of scientific sources, content assessment of professional terminology in agrokibernetics, online course modeling, and generalization. The results of the work include: defining the structure of PLC for agrokibernetics as the integration of vocabulary volume, depth, accessibility, discursive manageability, and digital-communicative suitability; designing an online model across three contours ‒ corpus-oriented vocabulary selection, technologically supported spaced repetition, productive application in genres of professional communication; a multi-level assessment system linking lexical volume screening (LexTALE), profiling written products by frequency layers, and scenario tasks. The novelty is determined by the integration of three research lines: constructing the "terminological contour of agrokibernetics" based on a micro-corpus of industry texts; designing an adaptive trajectory for PLC formation based on learning analytics that considers the profile of individual "bottlenecks" of the learner; operationalizing PLC assessment through a combination of tools (LexTALE, frequency profiling, scenario tasks). It concludes that the professional lexical competence of agrokibernetics should be viewed as a managed outcome of the educational program, rather than a side effect of "reading specialized texts." The online environment creates conditions for systematic distributed practice and adaptive management of the learning trajectory. The design of such an environment requires corpus-based vocabulary selection methods, spaced repetition in the context of genre tasks, and multi-level diagnostics that link lexical training with digital forms of professional communication.