The Current State of English Language Teaching in Uzbekistan’s Private Universities, The Requirements of Global Integration, And the Potential of Neurodidactics

Abstract

The private university sector in Uzbekistan has grown quickly, and English is now not only a subject that is taught, but also a way for students to learn about other cultures and a sign that they are open to the world. This article examines the present condition of English language teaching (ELT) in private universities, interprets the requirements of "global integration" through the perspectives of national reform initiatives and evolving quality-assurance standards, and advocates for the practical significance of neurodidactics as an evidence-based framework for enhancing learning outcomes in diverse cohorts and English-medium instruction (EMI) environments. The paper asserts that the primary challenge lies in the shift from "English as access" (certificates, admission signaling, branding) to "English as participation" (sustained academic engagement in English through reading, writing, presenting, and collaboration). Drawing from current EMI research and neuroeducation-focused scholarship, a neurodidactic ELT model is introduced, highlighting attention management, working-memory limitations, consolidation via spaced retrieval, and affect–motivation regulation. The article concludes that private universities can more reliably meet global integration demands by establishing coherent EAP/ESP pathways, implementing assessments aligned with authentic academic tasks, and institutionalizing collaborative professional development for language and content faculty.