DEVELOPING COMMUNICATION COMPETENCIES OF UNIVERSITY STUDENTS IN THE CREDIT-MODULE SYSTEM

Аннотация

This article explores the pedagogical possibilities of developing communication competencies of future teachers in the context of the credit-module system. It provides an in- depth explanation of the credit-module system, its potential, and its importance in developing students' communication competence. Definitions of the content of communication competence are also provided. Keywords: credit, module, system, process, education, competence, communicative, method, interactive, independent, system, reform, opportunity, quality of education, independent education, creative, innovative, technology. On October 8, 2019, the President of our country signed the Decree "On Approving the Concept of Development of Higher Education in the Republic of Uzbekistan until 2030." This important political document outlines the inclusion of at least 10 higher education institutions in the country in the ranking of the first 1000universities globally and the gradual transitionto thecredit-modulesystem inhigher education institutions. The concept of academic credits was first introduced in American universities in the late 18th and early 19th centuries. The establishment of education content and programs in credits allowed for significant changes in the organization of the educational process, including independent planning, monitoring, and evaluation systems, creating ample opportunities for improvingeducational technologies. In 1869, Charles William Eliot, President of Harvard University and a prominent figure in American education, introduced the concept of "credit hours." By 1870-1880, the system based on credit hours was implemented. The credit system provided students the opportunity to independently plan their educational process, control its quality, and improve educational technologies. Today, the introduction of the credit collection scale not only grants students more freedom but also provides them with the ability to independently plan their educational process, helping them become competitive specialists in their chosen fields. This system has also led toimprovements in evaluation methods and educational technologies. Starting from the 1970s, European universities began efforts to address several issues related to the integration of higher education institutions, creating a unified standard, establishing mobility for students and teachers, recognizing diplomas, and assessing students' page812 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai qualifications and skills. As a result of these efforts, the Bologna Declaration was signed in Bologna, Italy, in1999byrepresentatives from 29countries. Today, over 50 countries participate in the Bologna Process. Among the CIS countries are Russia,Ukraine, Azerbaijan, Moldova, Armenia, Georgia, Kazakhstan, and Belarus. According to the Bologna system, highly qualified personnel are trained in two stages: typically, a bachelor’s program takes at least three years, and a master’s program lasts 1-2 years. As specified in the Bologna Declaration, the credit-module system primarily serves two functions with a focus on independent learning: first, ensuring the mobility of students and teachers, allowing for seamless transition from one institution to another (whether for study or work); second, ensuring that students' academic workload is clearly defined in terms of credits, reflecting howmuch they havemastered intheirchosen program. The credit-module system is a combination of modular teaching technologies and an evaluation model based on credit measurement. Implementing this system is a multifaceted and complex process. The credit-module principle emphasizes two key aspects: ensuring independent student work and evaluating students' knowledge through aranking system. Analyzing the experiences of foreign universities in implementing credit-module teaching technologies shows that theprimary focus is onimproving the quality of professional training, maximizing the individualization of the educational process, creating a conducive environment, developing personalized educational trajectories for each student, and continuously diagnosing and monitoring students' academic achievements to identify developmental milestones. Today, the issues, challenges, recommendations, and proposals related to the organization of the educational process in the credit-module system have been analyzed and discussed in the works ofV.Orinov, B.Usmonov, R. Khabibullaev, and Sh.Mustafaqulov. The credit-module system is an educational process organization model based on the combination of modular teaching technologies and the ECTS credit unit as measurement unitsfor theacademicworkload required tomaster substantivemodules. ECTS (European Credit Transfer System) was introduced in 1989 as part of the Erasmus program. After successful trials, the system has been ado