Our study is intended to experimentally test how the convergent use of documentary TV series and the Learning Catalytics clicker system in teaching of the subject Foreign Language for Professional Purposes affects the formation of foreign terminological competence of future journalists; and how focus group participants perceived such a learning model. The study was quasi-experimental and was based on the use of mixed methods. Statistical data were collected and processed using the following quantitative and qualitative tools: tests to monitor knowledge of foreign language terminology and performance of journalism students (two variants: for pre-test and post-test design), Frederick’s cognitive reflection and decision-making test, and the Rasch measurement model for diagnosing students’ academic motivation. The validation of the results was enhanced by semi-structured interviews for focus group students. The results of this study are logical in relation to the existing results and current practice of teaching Foreign Language for Professional Purposes. The convergent use of documentary TV series and the Learning Catalytics clicker system in the teaching of this subject has a positive effect on the formation of foreign language terminological competence of future journalists in such aspects as knowledge of foreign language terminology by journalism students, their cognitive reflection and speed of decision making, their academic motivation. This model of learning environment is effective because it increases the involvement of students in learning activities, creates a relaxed environment, develops the cognitive sphere of students, and increases their academic performance in general. With authentic videos and clickers, learning a foreign language terminology becomes an exciting experience that allows students not only to consolidate their knowledge, but also to improve their skills of searching and processing information. This learning model is student-centered and reduces teacher dominance, giving way to student independence.Keywords: higher educational institutions, foreign language terminological competence, journalism students, Foreign Language for Professional Purposes, clicker systems.