INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1109
FORMATION OF STUDENTS' COMMUNICATIVE COMPETENCIES IN THE
CREDIT-MODULE SYSTEM
Xamzayev Akmal Amirovich
JSPU Senior Lecturer
Annotation:
This article discusses the formation of communicative competencies of students
studying German as a second language in the credit module system and improving their
knowledge of German.
Keywords:
quality of education, communicative competence, cognitive activity, credit-module
system.
INTRODUCTION
In the context of modern higher education, the development of students' communicative
competencies has become a critical objective, especially in relation to the integration of
contemporary educational systems such as the credit-module system. Communicative
competencies refer to the ability to effectively communicate in various situations, encompassing
not only language skills but also the ability to engage in intercultural communication, collaborate
in teams, and adapt to different professional environments.
The credit-module system, which is widely used in universities across the world, is
designed to offer more flexible and student-centered learning experiences. It allows students to
choose courses that fit their interests and academic goals, fostering a more personalized approach
to learning. This system can also enhance the formation of communicative competencies by
offering opportunities for students to engage in diverse learning experiences, both inside and
outside the classroom. The challenge, however, is how to structure these opportunities in a way
that promotes the holistic development of students' communication skills.
This article explores how the credit-module system facilitates the formation of students'
communicative competencies, analyzing the potential opportunities and challenges within this
system.
According to the "Concept of development of the higher education system of the
Republic of Uzbekistan until 2030", approved by the decree of the President of the Republic of
Uzbekistan on October 8, 2019, 85% of universities in the country are planned to gradually
transition to credit-module system by 2030 . For example, in the next 2021-22 academic year,
more than 33 major universities in the country are expected to switch to the credit-module
system. The credit-module training system is a curriculum that regularly assesses the knowledge,
skills and competencies of students by monitoring the learning outcomes and final control of the
module, based on the composition of each training module, is a system for organizing the
process of reconciliation. In this system of training lectures, theoretical, practical, seminars,
laboratory classes, teaching practice, clinical practice, course project (work), as well as
independent training are performed by students and they loans can be accumulated after
valuation.
MATERIALS AND METHODS
It should be noted that the transition to a credit-module system is a matter of time. In this
system, teachers are chosen by students. The number of elective subjects will be increased,
which means that the number of subjects that the student can choose to study in his / her field
will increase.. However, students who do not get the required score in the credit-module system
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1110
will have to study at universities for many years. Credit-module system is a process of
organizing education, which is a model of assessment based on a set of modular learning
technologies and credit criteria. Carrying it out as a whole is a multifaceted and complex
systemic process.
The credit-module principle focuses on two main issues: ensuring the independent work
of students; based on the rating of students' knowledge evaluation.
The main tasks of the credit-module system are:
- modular organization of educational processes;
- Determining the cost of one subject, course (credit);
- Assessment of students' knowledge on the basis of rating points;
- allowing students to create their own curricula individually;
- increase the share of independent learning in the learning process;
- Convenience of training programs and the possibility of changes based on the demand
for specialists in the labor market. The above is based not only on innovative teaching
technologies, but also on a new approach to independent learning, the acquisition of the
necessary and in-depth theoretical knowledge based on the needs of the labor market, training in
the formation of practical skills. In short, this system is aimed at the professional development
and maturity of the student. It is aimed at ensuring the lifelong learning of the scientist and the
formation of human capital that can meet the requirements of the labor market and
modernity.Let's take a brief look at the essence of the concepts of module and credit.A module is
a part of a curriculum that covers several subjects and courses.
It is a set of several disciplines (courses) aimed at developing students' knowledge and
skills, the ability to make analytical and logical observations. In this case, the teacher organizes
the learning process, gives live, video and audio lectures, coordinates and monitors the student's
activities. The student studies the topic independently and completes the assigned tasks.
Therefore, one of the responsibilities of our teachers is to train mature professionals who are able
to work in the relevant fields, to work effectively at the level of world standards in their
specialties, to be able to continuously grow and compete. Indeed, as the President said, the basis
for the country's development is, without a doubt, science and innovation. As the President noted,
this year systematic work has been carried out at all levels of education, such as radically
improving the quality of teaching foreign languages, opening specialized schools, attracting
qualified teachers.
RESULTS AND DISCUSSIONS
In particular, the main idea of the topic "Formation of communicative competencies of
students of non-philological education in the credit-module system" is the problem of achieving
effective learning of foreign languages in higher education at the cultural level and in close
connection with their field . "Nophilological in the credit-module system formation of
communicative competencies of students in the field of study "is the main idea of the topic.
They are:
- planning of the educational process in the direction of non-philological education in the
credit-module system,
- Development of the basis for the creation of methodological support for the teaching
process of " German ",
- Creation of an educational-methodical complex on the subject " German language",
- The formation of students' communicative competencies and the improvement of the
quality of education is achieved through the organization of independent work of students.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1111
Studying the documents of non-philological educational institutions on the problem
during the course; textbooks and manuals, as well as modern pedagogical, study and analysis of
psychological and methodological literature; targeted monitoring of the English language
teaching process; lesson analysis and comparative method based on the achievements of
information technology; surveys and interviews; experimental testing; test; Mathematical
statistics and lexical training are based on the recommendations and conclusions of
methodological manuals.
CONCLUSION.
The direction of non-philological education for the creditmodule system is important to
develop the basis for the creation of methodological support for the teaching process of "
German" and the creation of a set of teaching materials on the subject of " German ", to
determine its effectiveness in practice. Module-based curricula are developed on the basis of a
special scheme and include:
- full disclosure of learning objectives and tasks;
- The qualification of the student, which must be acquired at the beginning and end of the
subject (course)requirements;
- A summary (syllabus) of each subject included in the module, topics of lectures, plans
of seminars and practical exercises, assignments for the assessment of independent learning;
- Summary of teaching: methods and tools of teaching; methods and forms of knowledge
assessment.
Module-based curricula are developed on the basis of a special scheme and include:
- full disclosure of learning objectives and tasks;
- Requirements for the qualifications of the student, which must be acquired at the
beginning and end of the subject (course);
- A summary (syllabus) of each subject included in the module, ie topics of lectures,
plans of seminars and practical exercises, assignments for the assessment of independent
learning;
The study demonstrates that the credit-module system, when effectively implemented,
provides a dynamic framework for the development of students' communicative competencies.
The flexibility inherent in this system fosters collaboration, enhances both verbal and non-verbal
communication skills, and encourages students to take ownership of their learning processes.
However, the success of this system depends on the active involvement of faculty members,
clear course design, and institutional support to ensure that students can fully benefit from the
opportunities provided by the credit-module structure.
References:
1. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.).
McGraw-Hill Education.
2. Decree of the President of the Republic of Uzbekistan No. PF-5349 "On approval of the
Concept of development of the higher education system of the Republic of Uzbekistan until
2030".
3. Karimbekov S. Uzbekistan in the XXI century: training in the use of credit systems.
Perspektivy razvitiya vysshego obrozovaniya No3.Tashkent 2015.115-p.
4. Tojiev M. Mamadaliev K. Khurramov A. The role of the credit system in the development
of higher education in developed countries. Prospects for the development of higher
education: package No3. Tashkent 2015. 52-p.
