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The paper deals with the competences development within L2 learning and teaching undergraduates majoring in public relations (PR) in the Digital Age. The purpose of the current investigation is to demonstrate the transition from hard skills to soft skills education, applied within the frames of learner-oriented approach. Individual educational trajectories (IET) are being promoted to be implemented at universities worldwide. Teachers’ role has been changed significantly, since the education of the Industrial Epoch with its teaching aims and methods as well as practices does not correspond to the needs of the Digital Age education. The lecturer’s recital of the information contained in textbooks is no longer relevant. Instead of the master of the class, educators have become undergraduates’ assistants. PR undergraduates’ L2 learning-teaching process is concentrated on the usage of digital technologies for autonomous work, as well as for creating self-standing projects in the form of mind mapping, audio, video podcasts and others. The aim of the investigation is to demonstrate the necessity and relevant practice to develop within PR undergraduates not only six competences (6Cs) acknowledged by CEFR, but eight competences (8Cs) to secure successful L2 language acquisition in the globalizing world of the Digital Age. In conclusion, it has been shown that competency-based education is the most relevant at present.
Minyar-Beloroucheva et al. (Thu,) studied this question.