THE ALIGNMENT OF UNIVERSITY ENGLISH CURRICULA WITH GLOBAL WORKPLACE DEMANDS: A COMPARATIVE EDUCATIONAL MANAGEMENT PERSPECTIVE

Abstract

The accelerating globalization of labor markets has substantially reshaped expectations of higher education institutions regarding graduate competencies. English language education is no longer viewed solely as a component of linguistic development; it has become a strategic element in preparing graduates for participation in international professional environments. Nevertheless, in many higher education systems, university English curricula continue to emphasize linguistic knowledge and academic assessment while paying comparatively limited attention to workplace-oriented communication, digital collaboration, critical thinking, and intercultural competence. This conceptual study examines the extent to which university English curricula correspond to contemporary global workplace requirements from a comparative educational management perspective. Drawing upon international research, curriculum policy documents, and competency frameworks, the paper analyzes existing gaps between educational provision and employer expectations. The discussion further considers recent reforms in Uzbekistan and compares them with selected international practices to identify directions for curriculum improvement. The study argues that a more flexible, competency-based, and labor market-responsive curriculum can strengthen graduate employability while supporting sustainable higher education development in an increasingly interconnected global economy.