The article examines current problems and barriers faced by Russian language instructors in non-specialized higher education institutions (technical, medical, economic, and others). It analyzes difficulties related to student motivation, methodological support, and the application of modern educational technologies. The analysis showed that one of the key challenges is the lack of student motivation to learn the Russian language, especially among those studying in non-specialized fields. Many students do not realize the importance of acquiring oral and written communication skills for successful professional development. This requires teachers to use a variety of methods and approaches to stimulate interest—such as project-based learning, problem-based instruction, interaction with digital resources, and the creation of success-oriented situations during lessons.

Methodological support also presents certain difficulties. Existing textbooks and manuals often do not take into account the specifics of various professions and are not adapted to the needs of particular student groups. In addition, there is a noticeable shortage of educational materials that integrate modern educational technologies—such as interactive platforms, multimedia resources, and distance learning courses. The effective use of digital tools requires not only a solid technical infrastructure but also the professional development of teachers to fully incorporate innovative approaches into the educational process.

The paper suggests directions for improving the teaching of Russian, taking into account the specifics of students' professional training.

Russian language, non-specialized universities, motivation, teaching methodology

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