Independent learning has become an indispensable component of contemporary higher education, yet the quality of its supporting instructional materials—particularly those addressing professional communication—remains under examined. This study investigates how developments in the content of professional communication courses are assessed and analysed within independent learning formats at three Uzbek universities. Applying a convergent mixed methods design, we triangulated quantitative rubric based evaluations of 178 digital learning units with qualitative focus group data from 64 students and 18 instructors. Findings reveal that while recent curricular innovations demonstrate increased authenticity and multimodality, gaps persist in coherence, progression and feedback integration. Statistical analysis indicates a significant correlation (r = 0.58, p < 0.01) between explicit communicative outcomes and student self efficacy. The article proposes a holistic evaluation model comprising criteria of contextual relevance, cognitive scaffolding and reflective affordances. The results contribute to evidence based improvement of self directed professional communication training and offer actionable recommendations for curriculum designers seeking to align independent learning resources with industry oriented competencies.

Independent learning, professional communication, content assessment

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