The study is devoted to a comparative analysis of approaches to the development of students' foreign language competences in the information and educational environment of Russian and Chinese universities in the context of global digitalization trends. The aim is to identify which technological solutions and pedagogical models provide the greatest increase in language proficiency levels and learning engagement, as well as to explain cross-country differences through organizational and methodological factors. The scientific novelty lies in combining documentary and empirical perspectives with quantitative verification, which makes it possible to link the intensity and quality of digital resource usage with learning outcomes and teachers' evaluations. Materials and methods included content analysis of regulatory acts, curricula, and IEE (information and educational environments) of 20 leading universities (10 from each country), as well as anonymous surveys of students (N=850) and teachers (N=120) of non-linguistic programs. Measured parameters included the frequency of using LMS, video services, online simulators, MOOCs, and collaborative platforms; self-assessment of levels according to CEFR; attitudes toward teaching methodologies (communicative, PBL, gamification, lexico-grammatical approach). Descriptive statistics, Student's t-test for independent samples, and Pearson's correlation analysis between hours of independent work in the IEE and final grades were applied, with calculation of relative differences by specialty clusters and university types. The results showed higher and more consistent integration of digital tools in China: an advantage in LMS, interactive simulators, and MOOCs, with comparable use of videoconferencing. The proportion of students with B2+ proficiency is higher in Chinese universities, especially in engineering clusters; Chinese teachers rate PBL and gamification significantly higher, while in Russia reliance on the lexico-grammatical approach persists. Chinese students spend more time on independent work in the IEE, and the hours - results correlation is stronger, indicating greater didactic effectiveness of the resources. Overall, a resources methodologies practice -results linkage was identified, which is systematic in China and fragmented in Russia. The discussion interprets the gap as a consequence of differences in policy and quality management of digital content. Recommendations for Russia include: a shift to student-centered models, development of standardized and pedagogically validated digital resources, motivation and upskilling of teachers, development of monitoring systems for performance and efficiency metrics rather than just coverage. Also advisable are pilot projects for interuniversity platforms, unified data requirements, and support of PBL across all types of universities.