This article examines the development of digital competence in the process of teaching foreign languages through distance education. The rapid advancement of digital technologies and the increasing demand for innovative learning formats require a rethinking of pedagogical practices in higher education. The study analyzes the methodological foundations, pedagogical conditions, and organizational requirements necessary for the effective integration of digital tools into foreign-language instruction. Special attention is given to the challenges encountered during the transition to online learning, particularly during the COVID-19 pandemic, as well as the psychological, technological, and methodological factors influencing students’ readiness for distance learning. The paper reviews international experiences from countries with advanced digitalization practices, such as South Korea, Singapore, and Malaysia, highlighting best practices relevant to higher education in Uzbekistan. The findings demonstrate that the purposeful implementation of digital technologies enhances students’ motivation, autonomy, and information literacy, while also facilitating personalized learning pathways. The article concludes that the development of digital competence should be considered a multidimensional process requiring the integration of methodological, technological, cognitive, and psychological components.  

Digital competence, distance education, foreign language teaching

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