Інтеграція змісту й методики у викладанні української як іноземної: місце Григорія Сковороди в сучасній лінгводидактиці / Integrating content and methodology in teaching Ukrainian as a foreign language: the place of Hryhorii Skovoroda in contemporary ling

The article proposes an attempt to integrate the works of Hryhorii Skovoroda into the teaching of Ukrainian as a foreign language through the combination of content-based, cultural, and methodological approaches. It is emphasized that the analysis of Skovoroda’s legacy should not be confined solely to the literary dimension, as he represents at once a philosopher, educator, and thinker who developed a coherent humanistic system. Within this framework, the possibilities of employing his texts and key ideas in contemporary Ukrainian-as-a-foreign-language (UFL) classrooms are examined, with due consideration given to the principles of personalized learning and context-oriented methods (CBI / CLIL). Attention is paid to the ways in which Skovoroda’s philosophical and ethical motifs may serve as meaningful content support for the development of language skills among foreign-language learners, without becoming an end in themselves. It is underscored that the learner should remain at the center of the educational process – along with their experience, personal history, inner world, and individual motivation. Accordingly, exercises are proposed that are structured around personal expression, encouraging students to speak about themselves, their values, aspirations, learning trajectories, and cultural horizons. Within this approach, Skovoroda’s texts at times function primarily as a semantic background that facilitates dialogue between the learner’s personal experience and the Ukrainian cultural tradition. It is demonstrated that the proposed approach contributes not only to the development of linguistic competence but also to the formation of student subjectivity within the learning process. Through the interpretation of Skovoroda’s ideas, learners are enabled to reflect on their own identities, while the completion of language tasks allows for the personalization of instructional material, thereby making it meaningful for the foreign-language learner. The article also outlines practical strategies and didactic solutions that illustrate the potential of incorporating classical Ukrainian philosophical and literary heritage as a flexible tool of contemporary linguodidactics oriented toward a learner-centered approach.