ABSTRACT
The workflow of the university summative assessment process was significantly disrupted in the year 2020 by the global pandemic and quarantine measures. Qualification assessment for university Foreign Languages programs, as a complex framework procedure (exams, final project presentation, review, appeal), was fully transformed into the digital format. The study discloses the context and models of the transformation of complex skillsets, necessary for the COVID-19 emergency education measures. The study is based on the identification of various complex competency principles, derivative of 21st-century skills for university education stakeholders, and projected digital literacy requirements. Correspondence between the 21st-century skills framework, Competences 2020 framework, and Global Skills 2025 framework is estimated through the revised Bloom's taxonomy of educational goals. The study objective is to analyse the case of complex skills application for Digital Final Qualification Assessment at Borys Grinchenko Kyiv University, Ukraine (European and Oriental Languages programs), conducted in the timeframe of the first-wave 2020 quarantine. The inquiry results disclose and measure the efficiency of complex soft skills and corresponding digital skills, necessary for a successful Final qualification assessment procedure.