A COMPARATIVE ANALYSIS OF DEVELOPING LEXICAL COMPETENCE THROUGH IT TECHNOLOGIES IN THE EDUCATION SYSTEMS OF UZBEKISTAN AND THE UNITED KINGDOM

Abstract

This article presents a comparative analysis of approaches to developing lexical competence through information technologies (IT) in the education systems of Uzbekistan and the United Kingdom. The study examines pedagogical strategies, digital tools, curriculum integration, and learner autonomy in vocabulary acquisition. The research highlights similarities and differences in policy orientation, technological infrastructure, and methodological practices. The findings demonstrate that while both systems recognize the importance of IT-enhanced lexical learning, the United Kingdom emphasizes learner-centered and adaptive technologies, whereas Uzbekistan focuses on systematic integration of digital resources within formal curricula.