G.Sh.Doniyorova2026-10-192026-10-192026-07-27https://dspace.kstu.uz/handle/123456789/4729The priority of the competency-based approach in higher education requires methodologies aimed at applying knowledge in real professional situations rather than simply mastering it in foreign language teaching. In particular, the ESP approach prepares students to work with professional terminology, technical discourse, and professional communication. Digital technologies, on the other hand, allow for the individualization, customization, and interactivity of the educational process. Electronic platforms, mobile applications, and generative artificial intelligence tools provide students with opportunities for independent learning, instant feedback, and the use of authentic materials [1; pp. 5-8; 2; pp. 12-15]. Nevertheless, studies that systematically analyze digital tools in automotive engineering from the perspective of developing professional communicative competence are relatively rare. The purpose of this article is to summarize these theoretical issues.othercommunicative competenceESPautomotive engineeringEnglishdigital pedagogyartificial intelligenceauthentic materials.Article