The growing complexity of professional environments requires university graduates to master not only specialised knowledge but also the ability to communicate effectively in diverse workplace contexts. This article analyses the pedagogical conditions that support the formation of students’ professional communication competence. Drawing on socio constructivist and activity based learning theories, the study examines curricular integration, interactive learning environments and reflective assessment as key factors. A mixed methods design was employed: quantitative surveys of 412 undergraduates across three Uzbek universities were complemented by qualitative classroom observations and semi structured interviews with 28 instructors. Results indicate that the interplay of problem centred tasks, mentorship oriented feedback and technology enhanced collaboration significantly increases students’ communicative self efficacy and pragmatic adaptability. The findings contribute to instructional design by offering a model that embeds professional discourse genres within domain subjects while maintaining alignment with national educational standards. Recommendations are provided for administrators and instructors seeking to foster robust communicative competences aligned with industry expectations.  

Professional communication, higher education, pedagogical conditions

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