The rapid digitalization of higher education has significantly transformed academic writing practices, particularly in the field of philology. Contemporary students are expected not only to demonstrate linguistic accuracy and rhetorical competence but also to navigate digital environments that shape academic communication. Despite the growing body of research on digital literacy, academic digital writing remains insufficiently conceptualized as a distinct pedagogical domain, especially within philological education. This theoretical-methodological article aims to systematize key challenges in developing academic digital writing skills among philology students, review existing approaches to assessing such skills, and propose an instructional design model tailored to digital academic contexts. Drawing on international literature in applied linguistics, digital pedagogy, and higher education studies, the paper offers an integrative framework that connects conceptual foundations, assessment principles, and instructional strategies. The proposed model contributes to the advancement of digital academic literacy by providing educators with a structured and adaptable approach to teaching and evaluating academic writing in digital environments.

academic digital writing, digital literacy, philology students, instructional design, higher education.

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