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The aim of the research is to develop and experimentally verify a methodology for enhancing lexical skills of Master’s students of Economics using the Edvibe online language teaching platform. The research set the following goals: - to study the theoretical foundations of lexical skills development in professionally oriented foreign-language instruction for Economics majors; - to clarify the structure of lexical competence in Economics ESP and to identify its key components; - to examine the pedagogical potential of online language teaching platforms for lexical instruction and to justify the use of Edvibe; - to design a system of Edvibe-based tasks aimed at developing lexical skills in Master’s students of Economics; - to conduct a pedagogical experiment and to assess the effectiveness of the proposed methodology. The relevance of the present research is determined by the growing significance of professionally oriented English language training within Economics Master’s programmes, the necessity of improving the organisation of lexical work in the context of restricted classroom hours, and the insufficient theoretical and practical elaboration of digitally supported instructional models specifically oriented towards the development of lexical competence in Economics ESP at the graduate level. The data were collected during a pedagogical experiment conducted at Peter the Great St. Petersburg Polytechnic University with the participation of 50 Master’s students enrolled in the field of Economics. The experimental group followed the developed Edvibe-based methodology, engaging with a system of eight lesson templates and digital lexical task complexes, while the control group received traditional textbook-based instruction. The study resulted in a theoretically substantiated and experimentally tested methodology for the development of lexical skills in Master’s students of Economics through the Edvibe platform, encompassing a coherent system of tasks and model lesson templates. The experimental group demonstrated a 41.4% increase in correct answers compared to 19.7% in the control group, which confirms the effectiveness of the proposed methodology and attests to its potential for application in professionally oriented foreign-language instruction in Economics.