The article examines the pressing issue of developing terminological literacy among students in agricultural specialties during Russian language classes. In the context of Uzbekistan’s agrarian sector modernization and the need for specialists proficient in professional communication, terminological literacy is viewed as a core component of professional competence. The study analyzes theoretical foundations and proposes a practical methodology based on educational scaffolding, contextual exercises, and interdisciplinary integration. An experimental study was conducted with students from agricultural universities, comparing control and experimental groups. Results demonstrate that targeted work with agricultural terminology significantly improves vocabulary mastery, speech skills, and motivation. The proposed model includes informational, practical, and motivational components, enabling students to independently apply Russian agricultural terms in professional contexts. The findings contribute to the methodology of teaching Russian as a foreign language in non-linguistic universities and offer recommendations for educators.

terminological literacy, agricultural terminology, Russian as a foreign language, agrarian education, scaffolding method, professional competence, Uzbek students, interdisciplinary approach.

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