The article examines the pedagogical and economic aspects of the introduction of digital educational environments for teaching economic discourse in a foreign language. Based on the analysis of data from the State University of Education (GROWTH is 2025, the EdTech market in the Russian Federation is 167.8 billion rubles), international experience in using Moodle and Brightspace platforms in teaching business English (China, Italy) and modern ESP methodology, the architecture of the digital environment, its impact on the quality of mastering professional vocabulary and communication structures, is considered. AS WELL AS THE ECONOMIC feasibility of investing IN Such Platforms. Special attention is paid to comparative analysis of traditional and digital learning, calculation of total cost of ownership (TCO) and return on investment (roi), assessment of socio-economic effects (reduction of transaction costs, internationalization of education). Based on empirical data, two tables are presented that characterize the types of digital educational environments and the economic indicators of their implementation. It is concluded that investments in digital educational environments for teaching economic discourse are economically justified, providing an ROI of up to 47% in three years, subject to a systematic approach to pedagogical design.
digital educational environment, economic discourse, English for special purposes, pedagogical project, economic feasibility, return on investment
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