This article analyzes the formation of professional competence in teaching Russian as a Foreign Language (RFL) within the higher education system. The research emphasizes the transition from traditional language instruction to a communicative-activity approach focused on students' future specializations (e.g., agriculture, engineering). Using the context of Uzbekistan and other CIS countries, the study examines key aspects such as teaching Russian as a medium for professional communication, terminology acquisition, the integration of digital technologies, and the pedagogical mastery of instructors. Furthermore, the role of CEFR international standards in developing students' linguistic and professional-communicative skills is discussed, alongside contemporary educational challenges and strategic solutions.

Russian as a Foreign Language (RFL), professionally oriented teaching, communicative competence, higher education, agricultural terminology, methodology, digital literacy, CIS, professional

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