Abstract: This study proposes and experimentally validates a multi-level ICT-supported model for teaching Ukrainian scientific and technical terminology to international students. The study makes four principal contributions: developing a structured model for the gradual acquisition of professional terminology; introducing a formalised quantitative assessment system based on integrated learning indicators; applying statistical methods for the quantitative validation of the proposed model; and proposing a synergistic effect indicator for evaluating the combined effects of instructional components. The study involved 100 first-year international students from Vinnytsia National Technical University. The results were analysed using Student’s t-test, Cohen’s d, confidence intervals, coefficients of variation, the Shapiro–Wilk test, and polynomial approximation of learning dynamics. The findings demonstrated statistically significant improvements in terminology acquisition, lexical accuracy, communicative competence, and academic performance compared with traditional instruction. The framework provides an objective methodology for evaluating ICT-assisted terminology learning and may be applied in professional language courses in higher education.

Keywords: information and communication technologies (ICT), Ukrainian as a foreign language (UFL), terminological vocabulary, international students, innovative teaching model, linguodidactic methodology

Pages: 532-546