The Role of Phraseological Units in Language Acquisition and Vocabulary Development

Abstract

This article presents the programmatic and methodological support system developed for fostering metacompetence in academic lyceum teachers within distance-based continuous professional development courses in Uzbekistan. The study examines the theoretical foundations of need-based course design, identifies the didactic requirements for modular distance learning curricula, and describes a three-stage methodology — design, preparation, and evaluation-and-implementation — for creating short-term professional development courses aimed at metacompetence formation. The research employs a theoretical analysis of pedagogical literature, comparative analysis of international frameworks (UNESCO, ISTE, TPACK, SAMR), and pedagogical design methodology. The results include a structural description of the need-based course development framework, its module architecture, didactic requirements, and the integration of smart-didactics and cloud-based platforms. The findings are intended for curriculum developers, methodologists, and institutional leaders engaged in continuous teacher professional development.