Interdisciplinary Integration in ESP For Economics: Evidence from Uzbek Higher Education

Abstract

This study investigates the effectiveness of interdisciplinary collaboration in English for Specific Purposes (ESP) courses for economics students in Uzbekistan. Using a mixed-method design, the research combines document analysis of 15 ESP and economics syllabi with survey data from 67 instructors. The findings reveal a significant discrepancy between perceived and actual implementation of interdisciplinary integration. While 57% of instructors report the presence of interdisciplinary practices, syllabus analysis demonstrates that integration remains largely superficial, limited to thematic overlap without alignment of learning outcomes, assessment, and independent learning tasks. The study identifies key barriers, including insufficient methodological coordination, limited teacher preparedness, and lack of localized materials. The results are interpreted through ESP and CLIL theoretical frameworks, emphasizing the need for structured interdisciplinary models. The study contributes empirical evidence from the Uzbek higher education context and offers pedagogical implications for improving independent learning and professional competence.