The article discusses the pedagogical potential of digital terminology glossaries in multilingual education, with a focus on Kazakh-speaking students studying Russian and English as foreign languages. The purpose of this study is to identify the effectiveness of using digital terminological glossaries in the process of forming professional lexical competence among Kazakh-speaking students studying Russian and English as non-native languages in the framework of trilingual education. The theoretical basis was provided by works in the field of digital didactics, lexicography, and the concept of project-based learning. (Vasilyeva et al., 2022; Lee & Lee, 2019; Vasic, 2023). The empirical part was implemented on the basis of Aktobe Regional University named after K. Zhubanov, where 87 1st-year students in six specialties participated: "Choreography", "Art Education", "Physics", "Computer Engineering", "Chemistry" and "Ecology". Combined methods were used: diagnostic testing, questionnaires, and content analysis of digital glossaries created as part of project assignments. The novelty of the research lies in the substantiation of the digital glossary as a multifunctional tool that promotes the integration of language, professional and digital training of students. The results are of interest to teachers and curriculum developers in a multilingual higher education environment.

MADIEVA G.B.

Master of arts, senior lecturer, K. Zhubanov Aktobe regional university, Aktobe, Kazakhstan

E-mail: madievakunanova@bk.ru, https://orcid.org/0009-0002-8030-6482

IMASHEVA I.A.

Master of arts, senior lecturer, K. Zhubanov Aktobe regional university, Aktobe, Kazakhstan

E-mail: indi-01-78@mail.ru, https://orcid.org/0009-0008-1730-2941

AITENOVA А.Т.

Master of arts, senior lecturer, K. Zhubanov Aktobe regional university, Aktobe, Kazakhstan

E-mail: ayzat.aytenova@mail.ru, https://orcid.org/0009-0001-0513-0766

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digital glossary, terminological competence, higher multilingual education, project-based learning, digital didactics