The integration of digital technologies into higher education has transformed the methods and tools available for teaching writing, particularly within philology disciplines. This article explores the pedagogical potential and practical implementation of Wiki technologies in fostering effective writing practice among philology students. Drawing on current research and diverse international experiences, the paper examines the didactic, collaborative, and formative assessment benefits of Wikis. The study also addresses the challenges encountered by educators and students, such as digital literacy disparities and content reliability. The article provides a thorough analysis of empirical findings from a multi-institutional comparative study involving universities in Uzbekistan, Germany, the United States, and Finland, illustrating the impact of Wiki-based assignments on student engagement, autonomy, and academic writing proficiency. The results reveal that Wiki technologies significantly contribute to the development of critical thinking, cooperative learning, and digital communication skills, positioning them as indispensable tools for contemporary philological education. Recommendations for best practices and future research directions are offered.

Wiki technologies, philology, academic writing

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