Personalization of Subject-Language Integrated Micro-Learning for Foreign Engineers in Postgraduate Education

The purpose of this study is to theoretically substantiate and empirically test models of personalized subject-language integrated micro-learning trajectories for foreign engineers receiving postgraduate education at a Russian technical university, with the goal of synchronizing their subject-language training and professional needs within the format of compact training modules. Currently, exporting Russian education, developing engineering education, and attracting highly qualified specialists to Russia are among the most important tasks. This study addresses these trinity issues by identifying the contradiction between the high level of professional knowledge of foreign engineers seeking to improve their skills at Russian universities and their inability to apply the knowledge in foreign-language scientific and industrial communication. Research materials and methods. This study integrates the principles of subject-language integrated learning, micro-learning concepts, and digital didactics. The material used included professional engineering texts, glossaries, and multimodal content (infographics, diagrams, memes, and screencasts) presented in micro-formats. The primary methods included literature analysis, pedagogical modeling, incoming questionnaires to construct a profile of the trained engineers, and statistical analysis to verify the validity of the proposed model. The methodology is based on a design study with mixed methods of data collection. Results. An educational track architecture based on the decomposition of complex engineering topics into discrete micro-units was designed. A personalization algorithm was proposed that takes into account the initial language level, the engineer’s current specialization, and the cognitive and stylistic characteristics of adult learners. The main results were the experimental group’s significant increase in the accuracy of professional terminology and a significant reduction in cognitive load according to the Paas scale (compared to the control group). A new term was formulated based on the transfer of the principles of individual educational trajectories to the micro-format of subject-language training. Conclusion. Integrating micro-learning into a subject-language training environment helps to overcome cognitive overload in foreign engineers through the discrete delivery of content and the seamless integration of linguistic form and technical meaning. Personalized micro-formats facilitate the transformation of postgraduate education from a linear course into an ecosystem of professional linguistic support, integrated thanks to digital resources, into everyday research activities. The model ensures the prompt elimination of communication barriers without interruption from primary education or professional activities, which is attractive for foreign specialists.