SOCIO-CULTURAL COMPETENCE DEVELOPMENT IN FUTURE FOREIGN LANGUAGE TEACHER EDUCATION: EVIDENCE FROM FINLAND AND UZBEKISTAN
Keywords:
Socio-cultural competence, foreign language teacher education, higher education, Finland, Uzbekistan, intercultural communicationAbstract
This article examines the development of socio-cultural competences among future foreign language teachers within the higher education systems of Finland and Uzbekistan. Socio-cultural competence is recognized as a key component of foreign language education, as it enables teachers to foster intercultural communication, cultural awareness, and global citizenship among learners. The study adopts a comparative analytical approach to explore how socio-cultural competences are conceptualized, integrated, and implemented in teacher education programs in both countries. National education policies, curriculum frameworks, and teacher training standards are analyzed to identify similarities and differences in pedagogical approaches. The findings reveal that Finland emphasizes learner autonomy, intercultural pedagogy, and reflective practice, while Uzbekistan focuses on curriculum modernization and alignment with international standards. The study highlights existing challenges and outlines prospects for improving socio-cultural competence development in Uzbekistan by drawing on Finland’s best practices. The results contribute to the enhancement of foreign language teacher education in the context of globalization.
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