This article investigates the role of foreign language education as a cultural bridge in shaping the “Third Renaissance” worldview associated with Uzbekistan’s current modernization agenda, and analyzes how this role is amplified by the integration of national digital infrastructure. Conceptually, it argues that language education and digitalization are mutually reinforcing levers of human capital formation: robust connectivity, platforms, and data governance raise the returns to foreign language proficiency, while multilingual access enables citizens to appropriate the knowledge, technologies, and partnerships that digital transformation makes reachable. Methodologically, the paper conducts a documentary synthesis of recent national strategies and decrees—particularly strategic communications on the “Uzbekistan–2030” agenda, the “Digital Uzbekistan–2030” strategy, and presidential acts promoting foreign language learning—together with guidance on English-Medium Instruction (EMI) and global frameworks for teachers’ digital competence. Empirically informed discussion develops an indicator architecture with two families of measures: coverage (reach of language and digital opportunities across regions and sectors) and use of digital resources (engagement with platforms, open educational resources, and AI-enabled tools), highlighting disaggregation for equity monitoring. The results show that the “Third Renaissance” narrative, when operationalized through coherent language policy, staged EMI readiness, teacher development aligned with UNESCO’s ICT-CFT, and interoperable learning analytics, can translate technological inputs into cultural renewal and socioeconomic mobility. The article concludes with a sector-specific theory of change and a practical indicator set that ministries and universities can adopt to steer investment toward inclusive excellence.  

Third Renaissance, foreign language policy, English-Medium Instruction (EMI), Digital Uzbekistan–2030

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