ORGANIZATIONAL-PEDAGOGICAL CONDITIONS FOR MANAGING STUDENTS' INDEPENDENT LEARNING IN ENGLISH AT NON-PHILOLOGICAL HIGHER EDUCATION INSTITUTIONS: A THEORETICAL ANALYSIS

Independent learning (IL) occupies a central place in English language teaching (ELT) at non-philological higher education institutions, where classroom contact hours allotted to the foreign language are limited and English itself is a secondary, non-core subject. The effective functioning of independent learning in such institutions, however, depends not only on students' individual effort but on a set of organizational-pedagogical conditions that either support or hinder its management as a purposeful educational process. This article aims to identify and theoretically substantiate the organizational-pedagogical conditions necessary for managing students' independent learning in English at non-philological universities. The study is based on a theoretical-analytical method combining a systematic review of international and national pedagogical and educational-management literature with a comparative analysis of the regulatory-legal documents governing independent learning within Uzbekistan's credit-module system. On this basis, four interrelated groups of organizational-pedagogical conditions are identified and substantiated: normative-organizational, resource-methodological, pedagogical-didactic, and psychological-communicative. The analysis shows that the regulatory basis for independent learning in Uzbekistan's higher education system is already well developed, yet its practical, operational translation at the level of individual departments and disciplines — particularly in a non-core subject such as English — remains insufficiently theorized, which limits the extent to which independent learning can be managed as a coherent process rather than an informal extension of classroom instruction. The identified conditions provide a conceptual basis on which department administrators and English language instructors at non-philological institutions can analyze and strengthen the management of independent learning, and they may also serve as a starting point for developing a corresponding system of measurable indicators in subsequent research.