This article explores a methodological framework for developing intercultural communicative competence (ICC) among future English language teachers in a digital learning environment. The study applies an integrative approach that combines linguistic, cultural, pedagogical, and digital components to prepare pre-service teachers for effective intercultural communication. Using mixed-methods research, the study demonstrates that the integrative approach significantly improves students’ ICC, enhances their digital literacy, and fosters pedagogical innovation. The research also highlights contributions of Uzbek scholars in developing national strategies to digital education and intercultural training. The findings support the inclusion of ICC-based digital methodologies in teacher education curricula in Uzbekistan and similar contexts.
| Mualliflar | Sarvarova, Gulshan, Сарварова, Гульшан, Sarvarova, Gulshan |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-06-25 |
| Jild | 6 |
| Son | 6/S |
| Betlar | 299-303 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol6-iss6/s-pp299-303 |
DOI: 10.47689/2181-1415-vol6-iss6/s-pp299-303 · Maqolaning asl sahifasi
межкультурная коммуникативная компетентность, будущие учителя английского языка, интегративный подход, цифровая среда, педагогическое образование, Узбекистан, цифровая педагогика, культурная осведомлённость, смешанные методы исследования, национальная идентичность, intercultural communicative competence, future English teachers, integrative approach, digital environment, teacher education, Uzbekistan, Digital Pedagogy, cultural awareness, mixed-methods research, national identity, madaniyatlararo muloqot kompetensiyasi, bo‘lajak ingliz tili o‘qituvchilari, integrativ yondashuv, raqamli muhit, o‘qituvchilarni tayyorlash, O‘zbekiston, raqamli pedagogika, madaniy xabardorlik, aralash tadqiqot, milliy o‘zlik
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