This scientific thesis examines the effectiveness of interactive teaching methods in improving students’ writing skills in formal educational settings. Writing competence is recognized as a core component of communicative competence and academic success. Traditional teacher-centered approaches often limit students’ active participation and fail to address the cognitive and social dimensions of writing development. In contrast, interactive methods such as collaborative writing, peer feedback, process-based writing, project-based learning, and digital interaction tools promote learner engagement, critical thinking, and metacognitive awareness. Based on established pedagogical theories and empirical research, this thesis analyzes methodological foundations, observed outcomes, and pedagogical implications of interactive writing instruction. The findings demonstrate that interactive approaches significantly enhance students’ writing accuracy, coherence, creativity, and motivation, contributing to sustainable development of writing competence in language education.