Evaluation of the effectiveness of blended learning in English to enhance the competencies of environmental engineers in multinational projects

Abstract

The introduction substantiates the relevance of the research, emphasizing the need to develop language competencies among environmental engineers for effective work in transnational projects. The authors note the disadvantages of traditional teaching methods and the potential of a blended learning format combining online and face-to-face components for flexible adaptation to the individual needs of specialists, the development of specialized vocabulary and the practice of intercultural communication. The emphasis is on overcoming language barriers that hinder the solution of global environmental challenges. The materials and methods included experimental training for groups of environmental engineers with different levels of training and experience. Qualitative and quantitative methods were used: questionnaires, interviews, testing of language skills according to international standards (vocabulary, grammar, writing, communication) and comparative analysis with control groups who studied without an online system component. The program was adapted to professional tasks (working with documentation, presentations, negotiations) and included online modules with materials, interactive tests and face-to-face seminars with case analysis. The data was processed statistically to assess the validity of the differences. The results revealed a statistically significant superiority of the experimental groups. The average score in vocabulary was 82.37±3.41 versus 75.52±4.19 in the control, in writing it was 81.66±3.05 versus 73.47±3.78. The growth in intercultural competencies was especially noticeable: "Consideration of cultural differences" (83.07±3.92 vs. 74.18±3.91) and "Ability to negotiate" (82.61±3.68 vs. 76.02±3.77). Motivation to learn increased from 65.3 to 79.4 points. Analytical writing and presentation skills improved by 12.5 and 12.6 points, respectively. Optimal time allocation: 40.2% – online, 35.4% – face-to-face seminars, 24.4% - independent work. The findings confirm the high effectiveness of blended learning for the development of key linguistic and professional-communicative competencies of environmental engineers. The format provides flexibility, motivates self-development, improves proficiency in specialized vocabulary and skills of working in international teams. The authors recommend its implementation in retraining programs and further investigation of long-term effects.