The article shows the relevance of solving the problem of conceptual analysis of traditional and digital educational structures integrated in the process of transformation, identification and evaluation of their effective interaction. It is proposed to use the methodology of the cognitive analysis that has already passed the stages of approbation in the subject environment of education. It is noted that the educational process includes continuously generated and continuously modified cycles of cognition of reality. Within the framework of generalized descriptions presented by models of cognition, a transition is naturally made from individualized cycles of cognition to a collective study of reality, in which models already control collective cognition, forming a cycle of cognition based on collective communication. An initial cognitive model has been developed which illustrates the situation that has developed in the modern educational system under the powerful influence of the "technocratic" point of view on digitalization. A cognitive model of collective cognition and communication in the digital environment is proposed, which systematically integrates three important parts from the point of view of transformational processes in education, namely, the traditional structure of cognition of reality, the newest structure of digital communication built in the paradigm of the collective subject of cognition, and, finally, the structure of strategic management based on the socio-cultural development of society and the country.

Keywords: Cognitive model, education, digital transformation, cognition, communication

Today the process of teaching and learning is undergoing significant change resulting from the global transition of education from a classical face-to-face classroom to a new digital environment. Teaching foreign language skills, far more than teaching other applied academic skills, has been moved online. An English teacher is expected to be able to successfully deliver live online lessons. Obviously, teaching English online has both similarities and differences from traditional face-to-face teaching in the classroom. However, the success of online learning seems to depend not only on advanced conference platforms and cutting-edge technologies. First and foremost, the efficiency of online classes is determined by teachers’ ability to work in a new learning environment as well as how teachers are prepared for new challenges. Thus, teaching English online requires new professional approaches from the teacher. The paper is focused on interconnected teaching productive and receptive foreign language skills: reading, writing, speaking and listening when administering an online lesson with adult learners. Requirements to using digital.

Keywords: online learning, foreign languages, adult learners, productive and receptive skills, educational platform