This article investigates the philosophical frameworks and pedagogical technologies applied to the teaching of contemporary historical processes in Uzbekistan. The study examines how the integration of philosophical perspectives enhances students’ critical thinking, analytical skills, and historical consciousness. By synthesizing national historiography with innovative educational methodologies, the research highlights the potential of interdisciplinary approaches in history education. The article further analyzes challenges in the implementation of modern teaching technologies, offering methodological recommendations to optimize curriculum design and instructional strategies. Empirical insights and comparative studies illustrate the significance of adopting a philosophical lens to deepen students’ understanding of socio-political transformations in Uzbekistan.

Uzbekistan, contemporary history, philosophical education

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