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Developing Reflexive Competence in Future Vocational Education Teachers Through Integrated Technical and Foreign-Language Instruction

Mukhlisa Do‘stnazar Omonova(1), Rakhmatilla Musurmnov(2), Nodira Djoxongirovna Xolikova(3), Ma’murjon Yangiboyevich Khujjiev(4), Kodirova Feruzakhon Usmanovna(5), Aziza Ganieva(6), Edi Suryadi(7),


(1) Sarbon University
(2) Chirchik State Pedagogical University
(3) Chirchik State Pedagogical University
(4) Bukhara State Technical University
(5) Chirchik State Pedagogical University
(6) University of Exact and Social Sciences
(7) Universitas Pendidikan Indonesia
Corresponding Author

Abstract


Developing reflexive competence is essential for preparing vocational education teachers to evaluate their professional decisions and adapt to changing technical demands. This study investigated an interdisciplinary instructional approach integrating automotive technical education and foreign-language learning, supported by specialized textbooks and a mobile dictionary application. A pedagogical experiment was conducted at three universities in Uzbekistan between 2022 and 2025. Students in experimental and control groups were assessed using motivational, cognitive-activity, and activity-reflexive criteria. The proportion of experimental-group students achieving a high competence level increased from 13.0 to 29.8%, whereas the control group showed a smaller improvement. Integrating technical knowledge, language learning, and structured reflection can support the professional development of future vocational education teachers.

Keywords


Automotive education; Foreign-language learning; Interdisciplinary instruction; Professional competence; Reflexive competence; Vocational teacher education

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