This article examines how foreign language education policy in Uzbekistan can align with the national digital transformation agenda set out in “Digital Uzbekistan – 2030.” It advances a policy-and-practice framework that integrates national language planning, English-Medium Instruction (EMI) in higher and professional education, and the build-out of digital infrastructure and analytics. Drawing on documentary analysis of national strategies and decrees, sector reports, and EMI guidance, the study articulates measurable indicators—specifically coverage (the reach of EMI and digital access across regions and sectors) and use of digital resources (engagement with learning platforms, open educational resources, and AI-enabled tools). Conceptually, the paper argues that foreign language policy and digital policy are mutually constitutive: language objectives require robust connectivity, platforms, and data governance, while digitalization magnifies the returns to English and other foreign languages in research, trade, and innovation. Empirically informed discussion outlines the current momentum behind EMI and internationalization, identifies systemic bottlenecks in teacher development and regional equity, and proposes an implementation model that blends national frameworks with institutional autonomy, continuous professional development, and data-driven quality assurance. The contribution is twofold: a sector-specific theory of change for foreign language policy under conditions of rapid digitalization, and an indicator set that can be operationalized by ministries and universities to monitor progress and steer investment.  

Digital Uzbekistan – 2030, language policy, English-Medium Instruction (EMI), higher education

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