INTEGRATING TRANSFORMATIVE APPROACHES INTO THE DEVELOPMENT OF AUTONOMOUS ENGLISH LEARNING FOR MULTILINGUAL PHARMACY STUDENTS
Abstract
This article analyzes how transformative learning principles can be integrated into the autonomous English learning process of multilingual pharmacy students. Drawing from Uzbek, Russian, and English scholarly traditions, the paper argues that transformative pedagogy—characterized by critical reflection, perspective-shift learning, and dialogic engagement—strengthens independent vocabulary acquisition, self-regulation, and communicative confidence. Using findings inspired by a mixed-methods study carried out among Uzbek, Arabic, Indian, and Russian-speaking pharmacy students, the article demonstrates that EdTech-supported transformative tasks foster deeper autonomy, metacognitive awareness, and higher engagement in English for Specific Purposes (ESP) learning.