The article addresses issues related to developing professional competencies among non-philology students learning Russian within the multilingual and digitalized educational context of Kazakhstan. The study’s relevance stems from the high labor market demands placed upon graduates proficient in Russian as a professional communication tool. The paper analyzes specific characteristics of traditional and innovative pedagogical approaches, including project-based learning (PBL), problem-based learning (PrBL), content and language integrated learning (CLIL), and blended learning utilizing digital technologies. The necessity of integrating these approaches is substantiated, and a comprehensive model alongside practical methodological recommendations for its implementation are proposed. It is demonstrated that the integrated approach enhances students’ cognitive, organizational-practical, and socio-communicative competencies, increases motivation, improves linguistic skills, and promotes deeper material comprehension. Limitations concerning instructors’ qualifications and institutional resource availability are identified. The research outcomes support the implementation of the State Program for Education and Science Development of the Republic of Kazakhstan for 2021-2025 and validate the advisability of further studies.