OSTROVERKHAIA I., KORSAKOVA G. PEDAGOGICAL SUPPORT FOR INDEPENDENT WORK OF NON-LINGUISTS BASED ON AN INFOMAP DEVELOPMENT IN MASTERING THE ENGLISH LANGUAGE AT UNIVERSITY. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 2. DOI: 10.15393/j5.art.2026.12250


Vol. 14. No. 2.

Innovative approaches to lifelong learning
pdf-version

PEDAGOGICAL SUPPORT FOR INDEPENDENT WORK OF NON-LINGUISTS BASED ON AN INFOMAP DEVELOPMENT IN MASTERING THE ENGLISH LANGUAGE AT UNIVERSITY

OSTROVERKHAIA Irina V.
PhD in Philological Sciences, Associate Professor at the Higher School of Linguistics
Immanuel Kant Baltic Federal University
(Kaliningrad, Russian Federation)
iostroverkhaya@kantiana.ru
KORSAKOVA Galina G.
PhD in Pedagogical Sciences, Associate Professor at the Higher School of Linguistics
Immanuel Kant Baltic Federal University
(Kaliningrad, Russian Federation)
gkorsakova@kantiana.ru
Keywords:
universal competence
cognitive competence
general educational skills
pedagogical support for learners’ independent work
mind map
infomap
visualisation
technical literacy
linguistic literacy.		 Abstract: the purpose of this study is to present the experience of developing pedagogical support for non-linguistic university students’ work at creating an infomap in the English language. An infomap is viewed as an electronic one-page document presenting verbal and visual information on specific thematic sections. Its development is intended to facilitate the development of searching, evaluating, systematising, and structuring information skills. The scientific novelty of this study lies in its first description of a technology for pedagogical support for students’ independent work by using an infomap as a new tool aimed at developing universal competencies in systems and critical thinking, responsible for the correct information processing. The key research method was experimental work, supplemented by observations, quantitative calculations, and analysis of the products of students’ intellectual and creative activity. The article outlines the sequential stages of pedagogical support for experimental work on creating infomaps for a pilot student cohort: diagnostic, training, partner, final, and reflective. The hypothesis regarding the positive dynamics of students’ skills in working with information through targeted, formative, methodological support for their independent work is confirmed. Examples of developed infomaps are provided, which most clearly reflect the progress achieved in information processing and its visual representation. The products of pedagogical support for the experimental work are presented, including Infomap Technical Design Guide and Infomap Self-Control Checklist, which facilitate students’ self-monitoring of their own learning activities. Prospects for reducing the labour intensity of infomap development are outlined, as well as ways to further improve methodological support for students working with this educational format.
Paper submitted on: 01/28/2026; Accepted on: 05/06/2026; Published online on: 06/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.12250