This article examines the essential role of intercultural competence in the education of pre-service EFL (English as a Foreign Language) teachers, particularly within the context of Uzbekistan’s evolving educational landscape. As global interconnectedness increases, teachers must not only facilitate language learning but also cultivate students’ awareness of cultural diversity and inclusion. Intercultural competence encompasses metacognitive awareness, empathy, adaptability, and critical reflection. Drawing on foundational theories by Flavell (1979), Schraw and Dennison (1994), and Winne and Hadwin (1998), as well as recent innovations by Koedinger et al. (2013), Luckin et al. (2016), and Irgasheva (2025), the article explores challenges such as limited exposure to diversity, curricular constraints, and teacher readiness. Strategies discussed include simulated cultural encounters, reflective practice, localized content, and AI-supported learning. The article recommends integrating intercultural content into teacher education curricula, promoting CPD for educators, and implementing authentic assessment models. Uzbekistan’s multicultural context offers rich potential for fostering intercultural competence when global methodologies are thoughtfully adapted to local realities.
| Mualliflar | Иргашева , Севара |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-07-04 |
| Jild | 6 |
| Son | 1 |
| Betlar | 339-345 |
| Til | Ingliz |
Madaniyatlararo kompetensiya, ingliz tili o‘qituvchilari, metakognitsiya, madaniy ong, o‘qituvchi tayyorlash, reflektiv amaliyot, O‘zbekiston, malaka oshirish, Intercultural Competence, EFL teachers, metacognition, cultural awareness, teacher education, reflective practice, Uzbekistan, CPD
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