PROFESSION-ORIENTED RUSSIAN LANGUAGE EDUCATION FOR AGRARIAN UNIVERSITIES IN UZBEKISTAN: AN ACTION-ORIENTED, CORPUS-INFORMED, AND AI-RESPONSIBLE MODEL

Abstract

This article develops a doctoral-level conceptual and methodological framework for profession-oriented Russian language education in agrarian higher education, with particular relevance to Uzbekistan and to the institutional environment of Tashkent State Agrarian University. The problem addressed is not merely linguistic but systemic: in a university ecosystem increasingly shaped by the digital transformation of education, the technologization of agriculture, multilingual communication, academic mobility, and new expectations of graduate employability, a traditional language course organized around isolated grammar themes and decontextualized vocabulary no longer meets the communicative needs of future agronomists, agricultural engineers, plant-protection specialists, veterinarians, agrobusiness managers, and researchers. The study therefore asks how Russian language instruction for agrarian students can be redesigned so that it functions as an instrument of professional action, disciplinary mediation, scientific literacy, and digital participation rather than as a peripheral general-education subject. Methodologically, the article is a framework study based on integrative literature review, policy-document analysis, comparative pedagogical synthesis, and curriculum-design modeling. Its source base includes the CEFR Companion Volume, UNESCO guidance on multilingual education and digital learning, UNESCO’s AI Competency Framework for Teachers, DigComp 2.2, FAO materials on digital agriculture, and a selected body of  scholarship on CLIL, corpus-based instruction, discipline-specific vocabulary, project-based learning, and profession-oriented language teaching in agrarian universities. The principal result is a six-component instructional model that combines action-oriented learning, multilingual mediation, corpus-informed lexical design, staged content integration, digital and AI-responsible pedagogy, and performance-based assessment. The article argues that the most productive model for agrarian universities in Uzbekistan is a blended, multilingual, professionally anchored approach in which Russian serves simultaneously as a language of access to scientific information, a tool of communication in agricultural practice, a medium of academic and interprofessional mediation, and a support mechanism for the modernization of agrarian education. The study concludes that the reform of Russian language teaching in agrarian universities should be based on authentic professional tasks, carefully structured lexical cores, ethical technology use, and a measurable competency architecture aligned with national educational modernization and international language-education frameworks.