Didactic potential of communicative interaction in the educational process

the article considers the problems of implementing the didactic potential of communicative interaction in the educational process as a key factor contributing to improving the quality of education, developing cognitive and socio-cultural competencies. The relevance of the topic under discussion is due to the increasing importance of the relevant skills in modern society, where the educational environment is becoming increasingly digital, multicultural, clearly focused on the practical applicability of knowledge. The purpose of the study is to analyze existing approaches to the implementation of the characterized potential (conceptual basis, practical plane with examples, highlighting the basic triad: the formation of cognitive activity, the development of critical thinking, strengthening the personal significance of learning). The author focuses on the contradictions between the introduction of digital tools and the readiness of teachers to use them; between the need to take into account the individual characteristics of students and standard approaches to organizing interaction. As a result, ways to eliminate the identified barriers are proposed, including recommendations for integrating digital developments, strengthening the intercultural component, relying on practices that promote individualization of learning. The article will be useful for teachers, methodologists, specialists in the field of educational technologies, as well as scientists who deal with the problems of contacts and communication in learning.

didactics, didactic potential, communicative interaction, communication, educational process, teacher, digital technology, students