Problems of Professional and Methodological Training of English Language Teachers in Higher Education Institutions in Azerbaijan: Modern Challenges and Development Prospects

Abstract

The rapid pace of globalization, the development of international academic collaboration, and the growing need for foreign language abilities in the job market have all emphasized the strategic relevance of the English language in the higher education system. In recent years, one of the priorities of Azerbaijan's educational reforms has been to improve the quality of foreign language teaching, particularly English language training. Nonetheless, a number of systemic issues persist regarding the professional training level of English language instructors working in higher education institutions, their methodological competences, and their capacity to use new instructional technology. The article examines, from a scientific and practical standpoint, the methodological preparation level of English language instructors working in higher education institutions in Azerbaijan, the challenges that they faced in implementing the communicative approach, teachers' chances to pursue ongoing professional growth, and current regional disparities. The study used a combination of methods, and it compared local and international scientific sources, normative texts, pedagogical observations, survey data, and interview outcomes. According to the findings, many higher education institutions in Azerbaijan continue to use the old grammar-translation technique to instruct English. A substantial number of instructors lack appropriate preparation in communicative language education, student-driven methods, digital platform integration, and alternative evaluation models. At the same time, there are significant discrepancies in resources, training opportunities, and international interaction between capital city and regional colleges. The essay makes scientifically supported proposals for strengthening the teacher training system, broadening the use of communicative methods, implementing continuing professional development programs, and boosting digital pedagogical abilities. The study's findings show that developing teachers' methodological and professional competences is an important requirement for increasing the quality of English language instruction in higher education.