In the digital age, access to information and communication technologies — particularly the internet — is widely believed to support economic development. However, the empirical relationship between internet penetration and economic growth remains debated. This study uses a cross-country dataset (2010–2023) compiled from World Bank Development Indicators and complemented by a Kaggle-sourced ICT dataset. Employing Ordinary Least Squares (OLS) regression, the analysis examines whether internet usage per 100 people significantly predicts GDP per capita growth. Results show a strong, positive, and statistically significant relationship, even after controlling for education and capital formation. The coefficient for internet users is 0.021 (p<0.01), indicating that a one percentage point increase in internet penetration is associated with a 2.1% increase in GDP per capita. Diagnostic tests confirm that the model satisfies key Gauss-Markov assumptions, including normality (Shapiro-Wilk p = 0.281), homoskedasticity (Breusch-Pagan p = 0.143), and no multicollinearity (mean VIF = 1.80). These findings suggest that expanding digital infrastructure is a meaningful policy lever for economic development, particularly for emerging economies like Uzbekistan, which has increased internet penetration from approximately 25% in 2015 to over 80% in 2024.

This article explores the role and effectiveness of innovative technologies in English language teaching within the context of globalization. It analyzes modern digital tools, technology-enhanced learning environments, and their influence on learners’ linguistic competence, motivation, and communicative skills. The study highlights the methodological shift from traditional classroom instruction to technology-driven approaches, emphasizing the need for teachers to adopt new pedagogical models. Recommendations are provided to ensure meaningful integration of technology into English language education.