International Journal of Pedagogics

Enhancing Primary School Students’ Reasoning Abilities

Madirimova Momajon Raximboyevna — Sun, 11 Jan 2026 00:00:00 +0000

Reasoning is a foundational capacity that supports learning across the primary curriculum, enabling children to justify answers, connect ideas, evaluate evidence, and transfer knowledge to new situations. In many classrooms, however, reasoning is treated as an implicit by-product of subject teaching rather than an explicit instructional goal. This article synthesizes major cognitive-developmental, sociocultural, and educational-assessment perspectives to propose a coherent, classroom-feasible model for enhancing reasoning abilities in primary school students. The approach integrates three mutually reinforcing dimensions: reasoning-rich task design, dialogic scaffolding during learning, and metacognitive regulation supported by formative feedback. The study uses an integrative review methodology to consolidate findings from widely cited theoretical works and empirical research on learning, classroom talk, metacognition, and formative assessment, with a focus on instructional principles applicable to early grades. As a result, the paper presents a practical model describing how teachers can move from answer-focused routines toward justification-focused learning, how they can structure classroom discourse to externalize thinking, and how they can assess reasoning using transparent criteria that value explanation quality. The discussion outlines implementation conditions, including teacher professional learning, curriculum alignment, and equity considerations, and identifies limitations and priorities for future empirical validation. The proposed model aims to support teachers and curriculum designers seeking measurable improvements in students’ reasoning without adding excessive instructional overload.

Motivational Management Strategies For Enhancing Teachers’ Innovative Activity In General Education Schools: The Role Of The Deputy Director For Academic Affairs

Egamberdiyev Farxod Botirovich — Mon, 19 Jan 2026 00:00:00 +0000

Teachers’ innovative activity—expressed in the purposeful adoption, adaptation, and creation of new pedagogical solutions—has become a decisive condition for improving learning outcomes, sustaining curriculum reforms, and integrating educational technologies in general education schools. However, innovation in teaching is rarely a purely technical matter; it is a motivational phenomenon shaped by how teachers interpret risk, workload, autonomy, professional identity, and the perceived fairness of leadership decisions. This article analyzes motivational management strategies that can strengthen teachers’ innovative activity at the school level, with particular attention to the role of the Deputy Director for Academic Affairs (often responsible for teaching and learning, curriculum coordination, instructional supervision, and professional development). Using an integrative conceptual approach grounded in contemporary motivation theory and educational change research, the paper argues that motivational management is most effective when it aligns three domains: autonomy-supportive leadership practices, capacity-building structures that reduce the “implementation burden,” and recognition-and-feedback systems that strengthen teachers’ efficacy and professional meaning. The discussion differentiates between short-cycle motivational tactics that trigger initial experimentation and long-cycle strategies that sustain innovation as a stable feature of school culture. The analysis demonstrates that the Deputy Director’s impact is strongest when motivational mechanisms are embedded into instructional routines—lesson study, formative observation, collaborative planning, and evidence-informed reflection—rather than treated as add-on incentives. The article concludes with an interpretive model of motivational governance for innovation that emphasizes trust, psychological safety, disciplined follow-through, and ethically grounded accountability, positioning the Deputy Director as a mediator between policy demands and teachers’ lived professional realities.

Public Activity, Pedagogical Innovation, And Physical Culture In Higher Education: An Integrated Theoretical And Applied Analysis Of Youth Development And Academic Independence

Dr. Aleksandr Karimov — Thu, 01 Jan 2026 00:00:00 +0000

Contemporary higher education systems are increasingly challenged to respond to complex social, pedagogical, and developmental demands associated with youth engagement, academic independence, and holistic personal formation. Across diverse national and institutional contexts, unorganized youth activity, the transformation of pedagogical technologies, the governance of higher education, and the integration of physical culture into educational processes represent interconnected domains that require comprehensive scholarly examination. This research article presents an integrated theoretical and applied analysis of public activity among unorganized youth, innovative pedagogical technologies in higher education, academic independence in university management, the social and legal dimensions of educational responsibility, and the role of physical and outdoor activities in the harmonious development of learners. Drawing strictly on the works of Ismoilov and collaborators, this study synthesizes insights from sociology, pedagogy, education management, and physical culture studies to construct a unified conceptual framework. The methodology is based on qualitative analytical synthesis, comparative theoretical interpretation, and contextual extrapolation of existing scholarly arguments. The findings reveal that public activity of youth, pedagogical innovation, academic autonomy, and physical education are mutually reinforcing processes that collectively shape educational quality and social stability. The discussion critically examines the implications of these findings for policy, institutional governance, and pedagogical practice, highlighting persistent challenges such as organizational fragmentation, insufficient methodological integration, and limited institutional support. The article concludes by emphasizing the necessity of systemic, interdisciplinary approaches to youth development and higher education reform, advocating for sustained academic independence, pedagogical modernization, and the strategic incorporation of physical culture as essential pillars of educational sustainability and societal progress.

Cultural Gaps And Untranslatability In English–Uzbek Literary Translation

U.E. Tagayeva, U.A. Ruziyeva, S.Nomozmuradova, E. Kamolova — Wed, 14 Jan 2026 00:00:00 +0000

The present study investigates the manifestations of cultural gaps and untranslatability in English–Uzbek literary translation, focusing on how socio-cultural asymmetries impede semantic transfer and stylistic equivalence. Drawing upon comparative textual analysis and conceptual frameworks from translation studies, the research identifies recurrent categories of untranslatable items, including culture-specific lexicon, idioms, metaphorical imagery, and pragmatic implicatures. The findings demonstrate that literal transfer often distorts cultural connotations and narrative voice, while functional strategies, such as dynamic equivalence, explicitation, and cultural substitution, partially mitigate loss of meaning. The study contributes to a deeper understanding of how cultural gaps shape translational decision-making and underscores the necessity of translator agency in preserving cultural authenticity without compromising textual coherence.

Stages Of Teaching Written Speech To Students In Higher Educational Institutions Of Uzbekistan And Foreign Experience

JumamuratovaMukhabbat Azatbayevna — Wed, 21 Jan 2026 00:00:00 +0000

The content of this article is about studying the stages of teaching written speech to non-philological students in higher education institutions and their foreign experience, and it also presents the scientific and theoretical foundations of developing written speech in teaching English language. The effectiveness of the pedagogical approaches used today in teaching the English language in higher educational institutions has also been analyzed.

A Non-Traditional Approach To The Educational Process In Primary Education

Abdullayeva Xalima Agzamovna — Thu, 08 Jan 2026 00:00:00 +0000

This article scientifically analyzes the use of non-traditional approaches in the process of primary education, their role in increasing student activity and their impact on educational effectiveness. It is highlighted that non-traditional methods, such as interactive games, problem situations, creative tasks, STEAM elements, project-based learning and integrative technologies, serve to form students' competencies for independent thinking, communication, and practical activity. The article is based on the person-oriented, activity-based and creativity-stimulating features of non-traditional approaches, unlike traditional teaching.

The Features Of Pedagogical Communication In Teaching Foreign Languages

AripovaMatlubaLutfullayevna — Sun, 18 Jan 2026 00:00:00 +0000

This article discusses, the features of pedagogical communication in teaching foreign languages in examples, social-psychological process, methods and forms of communication, the teacher's skills in pedagogical communication, and the great help of pedagogical tact in professional activities.

Advantages Of Using Information Technologies In The Educational Process

Maxmudov Sherbek Isomiddinovich — Wed, 14 Jan 2026 00:00:00 +0000

This scientific article analyzes the pedagogical, methodological, and social advantages of using information technologies in the modern educational process. The rapid development of digital technologies has significantly transformed the content, structure, and effectiveness of education. In particular, electronic textbooks, distance learning platforms, interactive whiteboards, multimedia tools, and artificial intelligence–based educational resources play an important role in increasing students’ motivation for learning and developing their independent and creative thinking skills. The article highlights the possibilities of individualizing the learning process, enhancing interaction between teachers and students, and implementing transparent and efficient assessment mechanisms through the use of information technologies. In addition, special attention is paid to the role of information technologies in improving digital literacy, increasing the quality of education, and integrating national education systems into the global educational environment. The study emphasizes that the effective application of information technologies contributes to the innovative development of education and creates favorable conditions for lifelong learning. The findings of the research confirm that information technologies are a key factor in ensuring flexibility, accessibility, and efficiency in the educational process.

AI And TheFuture Of Anatomy Exams At Samarkand State Medical University

Abdullayev V. V. — Tue, 20 Jan 2026 00:00:00 +0000

The rapid integration of artificial intelligence into medical education is transforming the ways in which students learn, assess, and apply anatomical knowledge. This article explores how AI-based tools, assessment platforms, simulation environments, and automated feedback systems are influencing the future of anatomy examinations at Samarkand State Medical University. As the global medical education landscape shifts toward digital-assisted instruction, Samarkand State Medical University stands at an important intersection of tradition and innovation. This paper examines the evolution of anatomy teaching, analyzes current limitations of manual examination methods, evaluates modern AI-driven solutions, and discusses the long-term implications for students, faculty, and institutional development. The focus is on developing a sustainable and ethical model for integrating AI while preserving the rigor and human-centered values of anatomical science.

Methodological Approaches To Developing Literary Competence In Higher Education

Fayziyeva Gulchiroy — Wed, 07 Jan 2026 00:00:00 +0000

This article examines methodological approaches to developing literary competence in higher education, with a particular focus on students majoring in English and related educational fields. Literary competence is understood as a multidimensional construct encompassing linguistic, interpretive, contextual, aesthetic, and critical-reading skills necessary for meaningful engagement with literary texts. Drawing on competence-based education principles and aligned with the Common European Framework of Reference for Languages (CEFR), the study analyzes contemporary pedagogical methods that foster students’ ability to comprehend, interpret, and evaluate literary works. The article explores a range of instructional approaches, including text-centered analysis, reader-response methodology, contextual and cultural interpretation, critical literacy practices, and blended learning strategies. Special attention is given to interactive and student-centered techniques that promote active participation, reflective thinking, and interdisciplinary integration. The findings suggest that the systematic application of these methodologies significantly enhances students’ literary competence and contributes to their professional development as future language educators. The article concludes by outlining methodological conditions and pedagogical recommendations for effectively integrating literary competence development into higher education curricula.

Improving Children’s Writing Proficiency Through Reading Engagement

Maxametova Dilnavoz Botirovna — Fri, 16 Jan 2026 00:00:00 +0000

This article addresses a major issue that has emerged in recent years in the teaching of English as a second language. The study examines the academic reading and writing skills of English language learners in Uzbek classrooms. One of the primary challenges identified in academic reading and writing is learners’ lack of understanding of the underlying processes involved. For second language learners, writing is considered the most difficult language skill to master due to its complex and sophisticated nature. The analysis focuses on the essential skills and strategies required for effective academic reading and writing, as well as the difficulties teachers frequently encounter in the classroom. Since traditional teaching methods are often insufficient, teachers need to stimulate learners’ curiosity and motivation by employing diverse and blended instructional approaches to achieve the intended learning outcomes.

Analysis Of Foreign Experiences in Developing Students' Critical Thinking

Eraliyeva Dilnoza Oybek qizi — Tue, 13 Jan 2026 00:00:00 +0000

This article presents a comprehensive analysis of international experiences and best practices in developing critical thinking skills among students across various educational levels and contexts. The study examines pedagogical approaches, instructional strategies, and educational policies implemented in leading education systems worldwide, including the United States, Canada, Singapore, Finland, the United Kingdom, and Australia. Through systematic review of educational literature, policy documents, and empirical research, the article identifies key factors contributing to successful critical thinking development in different cultural and institutional contexts. The analysis reveals that effective critical thinking education requires a multifaceted approach encompassing curriculum design, teacher preparation, assessment methods, and supportive learning environments. Particular attention is given to innovative pedagogical frameworks such as inquiry-based learning, problem-based learning, Socratic seminars, collaborative learning strategies, and technology-enhanced instruction. The study examines how different countries have integrated critical thinking into national curricula, established standards and benchmarks, and developed assessment tools to measure thinking skills.

Foreign Experiences In Developing Students’ Logical And Critical Thinking Through Digital Technologies

Suyunova Nargiza — Tue, 20 Jan 2026 00:00:00 +0000

This article analyzes the introduction of digital technologies into the educational process, their role in the development of logical and critical thinking. The study covers the historical stages of the Uzbek education system - the Jadid period, Soviet education and the process of forming a culture of thinking during the post-independence reforms. International experiences, in particular, the use of digital tools in advanced education systems such as the USA, Finland, Singapore, and Japan, as well as teacher training and assessment systems, are analyzed. In addition, the problems that arise in the development of digital education are also considered. The article substantiates the possibilities and limitations of applying foreign experiences in the conditions of Uzbekistan and provides practical recommendations for the development of critical thinking through digital technologies.

Pedagogical Communication Mechanisms In The Process Of Student Mobility

Khabibullaev Alimardon Khidoyatillayevich — Tue, 06 Jan 2026 00:00:00 +0000

This article examines the intricate mechanisms of pedagogical communication within the context of student mobility programs, emphasizing the intersection of intercultural interaction, academic collaboration, and institutional support. In the rapidly globalizing higher education landscape, the effectiveness of student mobility is contingent not only upon administrative and logistical frameworks but also upon the sophisticated pedagogical strategies that facilitate meaningful communication between students, faculty, and host institutions. Through a comprehensive analysis of contemporary scholarly literature, the study delineates the theoretical foundations of pedagogical communication, explores empirical findings on cross-cultural educational exchanges, and identifies the key mechanisms that enhance academic integration and learning outcomes. The article further underscores the implications of these mechanisms for policy formulation, institutional planning, and pedagogical innovation in global higher education contexts.

Conceptual Foundations, Components, And Stages Of Pedagogical Tolerance

Joldasbaeva Arzigul — Fri, 16 Jan 2026 00:00:00 +0000

This article discusses pedagogical tolerance, the conceptual foundations and stages of developing pedagogical tolerance in future teachers, pedagogical-psychological factors, conditions, strategies, and methods, as well as the techniques applied at each stage. The article serves as a resource for the scientific pedagogical community, students, master’s students, and researchers.

Implementing TheHyflexModel In Secondary EFL Education: Feasibility And Learner Outcomes

Akhmedova Gulmira — Wed, 21 Jan 2026 00:00:00 +0000

This study investigates the practicality and instructional value of the Hybrid-Flexible (HyFlex) learning model in secondary English as a Foreign Language (EFL) education. Over a three-month period, 512 students from Grades 8 and 9 participated in English lessons delivered through either face-to-face or synchronous online formats based on individual preference. Using a mixed-methods research design, data were collected through speaking performance assessments and a speaking anxiety questionnaire administered before and after the intervention. The results reveal a notable improvement in oral fluency, with an average increase of 18%, alongside a statistically significant decrease in speaking anxiety. These findings suggest that HyFlex instruction supports communicative competence development by promoting learner autonomy and reducing affective barriers. The study concludes that HyFlex represents a viable and sustainable instructional model for secondary EFL contexts.

Innovative Technologies In The Preschool Education Process

Umarova Muqaddaskhan — Sun, 11 Jan 2026 00:00:00 +0000

This article discusses the pedagogical foundations of the use of innovative technologies in the process of preschool education. It analyzes the content of the concept of innovative technologies, the impact of information and communication technologies on educational effectiveness, the importance of interactive and game technologies, as well as the role of innovative pedagogical approaches and a developing environment. It also scientifically substantiates the role of the teacher in the innovative process. The article is intended for specialists in the field of preschool education, teachers and researchers.

Creating A Socially Beneficial Product Within STEAM Clubs And Its Educational Effectiveness

Turaxodjayeva Zulxumor Yusufjanovna — Mon, 19 Jan 2026 00:00:00 +0000

The growing popularity of STEAM clubs reflects a shift from “learning about” disciplines toward learning through interdisciplinary action. However, the educational promise of STEAM is not automatically realized by simply combining science, technology, engineering, arts, and mathematics. A particularly powerful mechanism for turning STEAM into deep learning is the creation of a socially beneficial product—an artifact designed to address a real need in the school, family, or local community. This article examines how product creation in STEAM clubs can strengthen both cognitive outcomes (conceptual understanding, design reasoning, systems thinking) and socio-moral outcomes (responsibility, empathy, collaboration, and civic orientation). The study is presented as a design-based pedagogical analysis aligned with established theories of experiential learning, sociocultural development, and social learning. A practical STEAM club model is proposed in which learners move through iterative cycles of problem discovery, stakeholder dialogue, prototyping, testing, and public presentation. Educational effectiveness is conceptualized not only as academic gain but also as the quality of students’ decision-making, their ability to justify design choices with evidence, and their readiness to reflect on the social consequences of technology. The article argues that socially oriented making creates a natural bridge between engineering practices and moral education, because it requires students to negotiate constraints, safety, fairness, inclusion, and sustainability. The findings provide a coherent rationale for assessing learning through product documentation, reflective evidence, and community feedback, and they clarify conditions under which STEAM clubs become a meaningful environment for holistic education.

Improving The Methodology Of Teaching Future Teachers Based On A Communicative Approach

Mirsaidova Muborak Karimovna — Tue, 06 Jan 2026 00:00:00 +0000

This article analyzes the issues of improving the teaching methodology of future teachers based on a communicative approach and highlights the theoretical foundations of the formation of communicative competence, modern pedagogical approaches, and the role of interactive teaching methods. Also, ways of effective use of communication-oriented educational technologies in the professional training of future teachers are indicated. The educational process, organized on the basis of a communicative approach, serves the development of independent thinking, speech activity, and professional competencies of future teachers.

Philosophical Approaches To Teaching Contemporary Processes In The History Of Uzbekistan: Pedagogical Technologies And Methodologies

Abdullayeva Asila Abdulxodiyevna — Fri, 16 Jan 2026 00:00:00 +0000

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.

Pedagogical Potential Of The Author-Developed ARVETS Cycling Program In The System Of Physical Education

Horkusha Andrii — Wed, 21 Jan 2026 00:00:00 +0000

The current development of physical education requires rethinking traditional approaches to organizing motor activity. This shift emphasizes pedagogically oriented, adaptive, and cognitively enriched forms of learning. Conventional training approaches primarily focus on physical indicators and overlook the educational potential of endurance. The purpose of this study is to substantiate the pedagogical potential of the author-developed ARVETS cycling program in physical education.

The study employed an analytical-empirical design. Research methods included structural-functional pedagogical analysis, pedagogical interpretation, questionnaire survey, and qualitative data synthesis. The participants were 20 professional cyclists with prior experience in prolonged ARVETS-based training sessions. Survey results confirmed the realization of the pedagogical potential of the ARVETS program. Increased self-regulation was reported by 85% of participants. Enhanced cognitive endurance was indicated by 88% of respondents. Improved motor awareness was noted by 90% of participants. Additionally, 84% confirmed the possibility of pedagogical transfer of ARVETS into the physical education system. The findings indicate that ARVETS can be considered an innovative pedagogical system of physical education. Scientific novelty lies in the pedagogical substantiation of integrating physical and cognitive endurance components. Further research should examine the program in educational groups of different ages and preparedness levels.

Pedagogical Software Tools Science of Teaching Software Methodological Delivery Creation Stages

Ermonov Sherzod Ibrayim o‘g‘li — Sun, 11 Jan 2026 00:00:00 +0000

This article, "Pedagogical," describes the science of teaching software and methods, delivering the creation of stages from a scientific and pedagogical perspective. Modern education, in the process of digital technology, interactive software products, and information and communication tools, is intensively developing pedagogical software tools. Output and their education, practice, and current achievement lead to the completion of a task. This is because this science, in accordance with effective software and methods, delivers the creation of an important profession. In this article, software and methods deliver the creation of a process sequentially and integrally connected stages based on analysis. In particular, the needs for definition and analysis are studied through the stage of science content, student preparation level, and education standards. In the design phase, learning objectives, learning materials, structure, methods, and tools are defined.

Project-Based Learning InForeign Language Education

DjuraevaMukhlisaShadiyarovna — Sun, 18 Jan 2026 00:00:00 +0000

The present study highlights the pedagogical value of project-based learning (PBL) as an effective and theoretically grounded approach to foreign language education in contemporary higher education contexts. Drawing on sociocultural theory and activity theory, the article demonstrates that learning within PBL is fundamentally social, collaborative, and goal-oriented. Through meaningful interaction, shared responsibility, and engagement in authentic tasks, learners internalize language as a tool for communication, inquiry, and problem-solving.

Development Of A Scientific Worldview Based On Interdisciplinary Integration In The Experience Of Foreign Countries

Satvoldiev Fakhriddin Akbarali o‘gli — Wed, 14 Jan 2026 00:00:00 +0000

This article examines international approaches to developing scientific worldviews through interdisciplinary integration in educational systems. Drawing on experiences from the United States, Finland, Singapore, and other leading nations, the study explores how cross-disciplinary methodologies foster comprehensive scientific thinking among students. The research analyzes pedagogical frameworks that combine natural sciences, humanities, and social disciplines to cultivate holistic understanding of complex phenomena. Particular attention is given to curriculum design strategies, teaching methodologies, and institutional structures that facilitate knowledge synthesis across traditional academic boundaries. The article demonstrates that successful interdisciplinary integration requires systemic reforms in teacher preparation, assessment practices, and educational policy frameworks.

Medical Terminology Acquisition Through Communicative Activities InESP Classrooms

Butunbayeva Aziza Sayfullo qizi — Tue, 20 Jan 2026 00:00:00 +0000

This study explores medical terminology acquisition through communicative activities in English for Specific Purposes (ESP) classrooms. A questionnaire-based pre-test was conducted with first-year medical students at Tashkent Medical Academy to examine learners’ interests, challenges, and initial knowledge of medical terminology. The findings reveal that communicative approaches support contextualized terminology learning, increase learner engagement, and contribute to the development of professional communication skills in medical English.

Developing Students' Independent Thinking Based On Modern Pedagogical Approaches In Primary Education

Deykanova Ra’no Bakirovna — Thu, 08 Jan 2026 00:00:00 +0000

This article discusses the theoretical and methodological foundations of developing students' independent thinking in the process of primary education based on modern pedagogical approaches, competency-based, communicative, constructivist, interactive and creative technologies. The practical effectiveness of educational strategies that serve to form independent thinking, creating problem situations, group and pair activities, project methods, cognitive tasks and reflective approaches is analyzed.

Specific Features Of The Modeling Problem In The Didactic Process

Oripova Nodima Halilovna, Sobirova Mohinur Zafar qizi — Sun, 18 Jan 2026 00:00:00 +0000

This article examines the specific features of using various models in the development of social competence among prospective teachers. The paper also analyzes the content and essence of the concept of modeling, its main types, and current scientific research conducted in the field of pedagogical modeling within the didactic process. The study emphasizes the role of modeling as an effective pedagogical tool in teacher education and competence-based learning.

Methods Of Applying Innovative Educational Technologies To Increase Academic Lyceum Students’ Interest In Learning

Saidova Zulfizar Askarovna — Wed, 14 Jan 2026 00:00:00 +0000

This article examines the pedagogical potential of innovative educational technologies in enhancing academic lyceum students’ interest in learning mathematics. The purpose of the study is to substantiate the effectiveness of integrating information and communication technologies, interactive methods, and learner-centered approaches into mathematics instruction. The research is based on a qualitative and descriptive methodology, including classroom observations, analysis of teaching practices, and reflective evaluation of students’ learning activities in an academic lyceum setting. The findings indicate that the systematic use of innovative technologies increases students’ learning motivation, cognitive engagement, and independent thinking. The study highlights the practical significance of applying modern pedagogical technologies in mathematics education and offers methodological recommendations aimed at improving the quality and effectiveness of teaching in secondary and pre-university education contexts.

Improving TheMethodology Of Introducing Preschool Children To The Environment Through Ecological Values

ErnyazovaManzura Amankeldiqizi — Tue, 20 Jan 2026 00:00:00 +0000

This study examines the enhancement of methodological approaches for introducing preschool-aged children in preparatory groups to their surrounding environment through the lens of ecological values. The research addresses the critical need for integrating environmental education with early childhood development, proposing innovative pedagogical strategies that combine traditional ecological wisdom with contemporary educational technologies. The methodology encompasses experiential learning, nature-based activities, and value-oriented pedagogical approaches tailored to the cognitive and emotional development stages of preschool children. The study contributes to the theoretical understanding of early ecological education and provides practical recommendations for educators working with preschool children in preparatory groups.

Mechanism For Applying Interactive Methods In Teaching Biology Based On A Web-Quest

Salimova Sarvinoz Farxodovna, Tuxtamurodova Dilsuz — Wed, 07 Jan 2026 00:00:00 +0000

Contemporary biology education increasingly depends on learners’ capacity to interpret evidence, evaluate information quality, and construct explanations collaboratively. A WebQuest—an inquiry-oriented learning format built around curated online resources and a problem-centered task—can function as an instructional carrier for interactive methods if it is designed and facilitated as a coherent system rather than as a web search exercise. This article proposes a mechanism for applying interactive methods in biology teaching based on the WebQuest format and describes how learning outcomes are translated into transformative tasks, how collaboration is structured to ensure epistemic interdependence, how teacher facilitation supports scientific discourse, and how assessment produces valid evidence of both product quality and learning processes. The mechanism is intended for practical classroom use and for research-based analysis of implementation fidelity. Expected outcomes include deeper conceptual understanding of biological mechanisms, improved competence in scientific argumentation, and stronger learner engagement supported by clear roles, structured inquiry steps, and rubric-based evaluation.

Pedagogical Conditions Ensuring The Effective Development Of Sports Motivation In Educational Practice

Salaev Donyor Bakhtiyarovich — Fri, 16 Jan 2026 00:00:00 +0000

Based on a comprehensive theoretical analysis of scientific and methodological literature, the essence and structural content of sports motivation are substantiated, and the specific features of its relationship with athletes’ personality traits are identified. Particular attention is given to the motivational determinants influencing sports activity during adolescence. The study reveals and systematizes the pedagogical conditions necessary for the effective formation of sports motivation in volleyball players aged 15–16, taking into account their age-related psychological characteristics and the specifics of the training process.

Methodology For Forming Innovative Anti-Corrosion Thinking Among Students

Khalilov Jamshid Akmal ogli — Wed, 31 Dec 2025 00:00:00 +0000

This article addresses the issues of developing innovative anti-corrosion thinking among students of higher education institutions. The relevance of corrosion processes and corrosion prevention measures in industry, particularly in the oil and gas and energy sectors, is substantiated. The study examines a methodology for developing students’ creative and innovative competencies through the use of interactive teaching methods, project-based learning, research-oriented approaches, and the integration of digital technologies in the educational process.

Application Of Triz Technology in Teaching The Discipline Of Mechanics

Toshtemirov Kamol Qaxramonovich, Toshtemirova Gulnora Ayubjonovna — Tue, 13 Jan 2026 00:00:00 +0000

The article is devoted to conducting classes using modern technologies to explain topics to students of technical specialities through the application of TRIZ technology. The article reveals the essence of this technology using examples of applications developed by the author.

On The Educational Significance Of Folk Songs

Allanazarov Allambergen — Tue, 20 Jan 2026 00:00:00 +0000

The content of folk songs reflects a collection of ideas connected with the inner state of a nation, its historical experiences, spirituality, spiritual world, ways of thinking, goals, intentions, and joys. In addition, folk songs embody a set of socially significant political, legal, moral, religious, artistic, philosophical, and scientific views, thoughts, and ideas that exist within society.

Promoting Legal Culture And Enhancing Motivation Among Students

Ganiyev Elyorbek Ulug‘bekovich — Tue, 06 Jan 2026 00:00:00 +0000

The development of legal culture among students constitutes a pivotal element in fostering responsible citizenship and sustainable societal governance. This study examines the mechanisms through which legal awareness and normative understanding can be effectively instilled within higher education contexts, with particular emphasis on motivational drivers that enhance active engagement in legal and civic processes. Drawing upon contemporary pedagogical theories and empirical evidence, the research investigates the interplay between cognitive, affective, and behavioral dimensions of legal culture, highlighting the critical role of interactive and participatory learning methods. Furthermore, the study situates these processes within broader socio-cultural and institutional frameworks, analyzing the factors that facilitate or hinder the internalization of legal norms. The findings underscore the necessity of integrating multidimensional motivational strategies, including intrinsic incentives, peer influence, and structured experiential learning, to cultivate a deeply rooted legal culture that transcends mere theoretical knowledge. By bridging theoretical constructs with practical applications, this research contributes to the discourse on legal education reform and the promotion of civic responsibility among emerging adult populations in diverse educational settings.

Scientific And Theoretical Foundations For The Development Of Methodological Competencies Of Future Primary School Teachers Based On Pedagogical Collaboration

Ergasheva Nigora Dilshodjon qizi — Fri, 16 Jan 2026 00:00:00 +0000

This article provides a comprehensive analysis of the scientific and theoretical foundations for developing the methodological competencies of future primary school teachers based on pedagogical collaboration. The study examines the didactic significance of pedagogical collaboration in the modern education system and analyzes its impact on the professional training of prospective teachers. The content, structural components, and developmental mechanisms of methodological competence are substantiated through competency-based, system-activity, and learner-centered approaches. The article emphasizes that pedagogical collaboration contributes to the creation of an educational environment grounded in equal and interactive cooperation between teachers and students, which facilitates the development of methodological knowledge, skills, and professional abilities. The research findings have practical value for improving the training process of future primary school teachers.

The Role Of The Individualized Arms Methodology In The Formation Of The Training Regimen And Self-Regulation Of Young Boxers

Prymak Illia — Wed, 21 Jan 2026 00:00:00 +0000

Modern training of young boxers requires individualized approaches to the formation of the training regimen that are based on objective quantitative data and promote the development of self-regulation mechanisms in young athletes. Traditional methods of training load control do not fully account for individual variability in sensorimotor and neuromuscular reactions, which highlights the need for the development of new methodologies. The purpose of this study was to determine the role of the individualized Adaptive Reflex-Momentum System (ARMS) methodology in the formation of the training regimen and self-regulation of young boxers. The study involved 76 young boxers (mean age 15.6 ± 1.2 years), who were assigned to an experimental group (n = 54) and a control group (n = 22). The ARMS methodology was applied over an eight-week period and involved adaptive load regulation based on multisensory monitoring of punching activity and the integrative Reflex-Momentum Index (RMI). Punching force, reaction time, accuracy, and RMI were assessed before and after the intervention using between-group and within-group statistical analyses. In the experimental group, the application of ARMS resulted in statistically significant improvements in punching force (+20%), punching accuracy (+15%), a reduction in reaction time (–23%), and an increase in RMI (+23%) compared with baseline values and the control group (p < 0.05). The use of normalized values of these parameters was shown to account for individual differences in the initial functional state of the athletes. The ARMS methodology ensures effective formation of an individualized training regimen and promotes the development of self-regulation in young boxers based on objective quantitative control.