Didactic Conditions For Adapting Intercultural Communicative Tasks To A Digital Learning Environment Based On The Samr Model

Abstract

This article examines the didactic conditions for adapting intercultural communicative tasks to a digital learning environment through the SAMR model in the preparation of prospective English language teachers at pedagogical universities in Uzbekistan. The analysis connects the four levels of the model, substitution, augmentation, modification, and redefinition, with the objectives, content, interaction patterns, and assessment of intercultural learning. Particular attention is given to culturally meaningful task design, the alignment of digital tools with communicative purposes, progressive learner autonomy, collaborative knowledge construction, and reflective assessment. The article presents a framework for adapting tasks according to students’ language proficiency, digital readiness, and experience of interpreting cultural differences. Within this framework, digital resources support the comparison of cultural perspectives, collaborative discussion, and the production of materials for specific audiences. The central argument is that meaningful task adaptation requires coordinated decisions about cultural content, pedagogical support, technological accessibility, and assessment criteria. The proposed conditions provide methodological guidance for integrating digital activities into the professional preparation of future English language teachers