CONTEMPORARY REQUIREMENTS FOR DEVELOPING PROFESSIONAL COMMUNICATIVE COMPETENCE IN ENGLISH AMONG INFORMATION SYSTEMS AND TECHNOLOGIES STUDENTS

Abstract

This article examines the requirements that should guide the development of professional communicative competence in English among undergraduate students of Information Systems and Technologies. It adopts a qualitative documentary review and conceptual synthesis of Uzbek educational policy, language education frameworks, computing curriculum guidance, and selected pedagogical publications. The analysis distinguishes general language proficiency from the ability to accomplish disciplinary tasks through appropriate communication. Its principal outcome is a proposed five-component framework encompassing professional-cognitive, linguistic-terminological, discourse-pragmatic, strategic-interactive, and reflective-evaluative competence. The framework is operationalised through requirements elicitation, technical explanation, collaborative problem-solving, and responsible digitally mediated interaction. Content and Language Integrated Learning is considered a means of connecting technical reasoning with explicit language support. A task sequence and an analytic assessment scheme illustrate how the framework could inform university teaching. The synthesis suggests that contemporary provision should combine authentic professional purposes, audience-sensitive communication, linguistic scaffolding, digital responsibility, and evidence-based assessment. These are design propositions rather than experimentally confirmed effects. The article concludes by identifying institutional conditions and an empirical validation agenda for implementation in Uzbek higher education.