Mazkur maqolada oliy ta’lim muassasalarida talabalarning huquqiy madaniyatini rivojlantirishning pedagogik asoslari ilmiy-nazariy va amaliy jihatdan tahlil qilinadi. Tadqiqotda huquqiy madaniyatning mazmun-mohiyati, uning talaba shaxsini har tomonlama rivojlantirishdagi o’rni hamda zamonaviy ta’lim tizimida huquqiy ong va huquqiy tafakkurni shakllantirishga xizmat qiluvchi pedagogik omillar yoritilgan. Shuningdek, ta’lim jarayoniga innovatsion pedagogik texnologiyalarni joriy etish, kompetensiyaviy yondashuv, interfaol ta’lim metodlari va ma’naviy-ma’rifiy faoliyatning huquqiy madaniyatni rivojlantirishdagi ahamiyati ochib berilgan. Maqolada oliy ta’lim muassasalarida talabalarning huquqiy madaniyatini rivojlantirish samaradorligini oshirishga qaratilgan ilmiy-amaliy tavsiyalar ishlab chiqilgan.

This article analyzes the didactic opportunities of modern educational technologies in improving the process of teaching the Russian language in higher education institutions. The study examines the role of the competency-based approach, digital learning tools, interactive methods, modular educational technologies, and the communicative approach in enhancing the quality of Russian language education. Furthermore, the article reveals the significance of modern pedagogical technologies in developing students’ communicative competence, independent thinking, creative activity, and professional preparedness. The findings of the study contribute to the development of scientific and practical recommendations aimed at modernizing Russian language education and increasing educational effectiveness.

The expansion of English Medium Instruction (EMI) in higher education has intensified the need for pedagogical approaches that sustain student motivation in linguistically demanding environments. While existing research highlights the challenges of EMI, less attention has been paid to human-centered teaching frameworks that prioritize learners’ psychological and cognitive needs. This paper proposes anthropocentric teaching as a conceptual framework for enhancing student motivation in EMI contexts. Drawing on Self-Determination Theory and contemporary research in applied linguistics, the study develops a model that integrates autonomy, competence, and relatedness with learner-centered instructional practices. The paper argues that anthropocentric teaching can mitigate the motivational challenges associated with EMI by aligning pedagogy with students’ individual needs, experiences, and identities. The framework is contextualized within Uzbek higher education and offers practical implications for teaching and curriculum design.