The development of innovative thinking in technical foreign language classes within the framework of personalized learning pathways

The article is devoted to the evaluation of the discipline “Technical foreign language” through the prism of the potential for the development of innovative thinking among students of a technical university undergoing the transition to the 2+2+2 system and implementing training under personalized learning pathways. In the course of the study, it has been found that the sophomores are insufficiently aware of the conceptual apparatus of innovation and its essence, which prevents their further professional development as engineers of a new generation. The paper considers methods that allow not only to develop students' communicative competence and outlook, but also to increase their innovation orientation. On the one hand, this approach in teaching the discipline meets the requirement of universality which is necessary for the implementation of the 2+2+2 system. On the other hand, interactive teaching methods allow to reveal the creative potential of a person, providing an opportunity to go through all the stages of the innovation cycle in a playful and safe way.