The role of education in the development of the digital economy is of great importance: it is in the learning process (from secondary school to higher learning) that students gain knowledge and master the competencies necessary for the future specialists in the objective trends of modern society: globalization, integration and intercultural interaction. In other words, future specialists should have not only professional knowledge, but should also be able to engage in educational, labour and aesthetic activities, to use information digital technologies, to be ready for interpersonal and intercultural cooperation in their native and foreign languages. The bachelor's degree curriculum imposes on the future specialists requirements for mastering general cultural and professional competencies. Students have to cope with a large amount of information when studying in the classroom as well as independently. The problem is that in the process of vocational training, students acquire only the knowledge that arouses their interest. The teacher is faced with the task of stimulating the cognitive activity of students with the aim of motivating them to study various academic disciplines. The use of digital communicative technologies in English lessons involves the creation of an independent communicative product in an artificial language environment, thereby contributing to the formation of cognitive activity. The article discusses the system of phased formation of cognitive activity and describes conditions for the effective implementation of digital educational technologies.
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