This article examines the historical roots, evolution, and distinctive characteristics of relations between Uzbekistan and the Kingdom of Saudi Arabia, with particular emphasis on their early foundations beginning in the 7th century AD. Special attention is given to the formation of trade, economic, cultural, and spiritual ties that developed between Arab communities and the local Turkic peoples of Central Asia. The study explores how the expansion of trade routes, including segments of the Silk Road, facilitated sustained commercial exchange, while the spread of Islam created a shared religious and intellectual space that strengthened mutual understanding and cooperation. The article also analyzes the role of pilgrimage, scholarly mobility, and cultural interaction in shaping long-term connections between the two regions. By drawing on historical sources and scholarly interpretations, the research highlights how these early interactions laid the groundwork for enduring relations that continue to influence contemporary diplomatic, economic, and cultural cooperation between Uzbekistan and Saudi Arabia. The findings contribute to a deeper understanding of the historical continuity and significance of bilateral relations within the broader context of the Islamic world and Central Asian–Arab interactions.

The article examines the linguistic and psychological dimensions of pedagogical speech as a central communicative instrument in modern educational processes. It explores how the teacher’s verbal behavior serves not only as a vehicle for knowledge transmission but also as a psychological mechanism for shaping learners’ motivation, emotional stability, and intellectual engagement. The research investigates pedagogical speech through the prism of psycholinguistic theory, cognitive psychology, and educational linguistics, emphasizing the interdependence of language and mental processes in pedagogical interaction. The study analyzes the multi-layered structure of teacher discourse, including lexical, syntactic, pragmatic, and prosodic components, which reflect the teacher’s professional identity and communicative competence.