Formation of Academic Writing Skills through Multimedia Technologies

Abstract

This article examines the theoretical and methodological foundations and practical potential of developing academic writing skills through the use of multimedia technologies. In contemporary higher education, academic writing is considered one of the key competences that shapes students’ academic and professional potential. Under conditions of digital transformation, traditional text-based teaching models no longer fully meet learners’ cognitive, communicative, and creative needs. In this regard, multimedia technologies, including video lectures, interactive platforms, hypertext, podcasts, infographics, and digital storytelling, are regarded as effective tools for teaching academic writing.

The purpose of the study is to identify effective ways of developing academic writing skills through multimedia technologies and to substantiate their pedagogical potential scientifically. The research employed general scientific methods, including analysis, synthesis, comparison, and systematization. The findings demonstrated that a multimedia learning environment has a positive impact on students’ ability to construct academic texts, present arguments, critically engage with sources, and adhere to the conventions of academic style. The scientific novelty of the article lies in presenting multimedia technologies as an integrated model for the development of academic writing. The results of the study can be applied in higher education institutions to improve academic writing courses, enrich teachers’ methodological resources, and foster students’ academic literacy.

Keywords: multimedia technologies, academic writing, academic literacy, higher education, digital pedagogy, academic integrity.