Abstract
<jats:p>The article examines didactic reflection as an important mechanism for the professional development of foreign language teachers in the context of higher education modernization, digitalization of the educational environment, and increasing demands for the quality of language instruction. The relevance of the study is determined by the need to move from a reproductive model of teaching to a reflective and analytical model in which the teacher acts not only as a transmitter of language knowledge but also as a subject of continuous professional self-analysis, planning, correction, and improvement of methodological practice. The paper discusses the essence of didactic reflection, its structural components, functions, and pedagogical conditions for implementation. Particular attention is paid to the analysis of educational goals, content, methods, tools, and learning outcomes, as well as to the evaluation of communicative, interactive, and digital technologies used in foreign language education. The study concludes that didactic reflection serves as a system-forming mechanism for improving the quality of foreign language teaching and ensuring sustainable professional development.</jats:p>