Volume 05 Issue 10-2024
106
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
106-111
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article discusses the challenges of teaching applied decorative arts through software tools in higher education
institutions. It examines the degree to which pedagogical, psychological, and methodological literature has studied
these challenges and analyzes the current state of the subject within the higher education system. The paper
emphasizes the importance of using digital resources and educational technologies to enhance learning outcomes,
improve teaching quality, and align with international standards.
KEYWORDS
Didactic, experiment, abstract, synthesis, navigation, hypertext, visual, illustration, multimedia, content, digest,
virtual, interactive, verbal adaptation, animation, individual, differentiated.
INTRODUCTION
Throughout the centuries, applied decorative arts have
been a vital part of Uzbekistan’s cultural heritage,
representing one of the most vibrant and prominent
aspects of its artistic traditions. The artistic styles that
flourished in this region are known worldwide for their
uniqueness and unparalleled beauty. The roots of
Uzbek applied decorative arts trace back to the early
stages of human history, providing evidence of their
origin in primitive societies. Excavations have revealed
artifacts demonstrating that the practice of creating
artistic objects through craftsmanship began as early
as the Stone Age and has continued to develop over
the centuries. Today, this artistic heritage has evolved
into a subject taught in higher education institutions,
preserving its historical significance.
The successful integration of interactive, intellectual,
and software-based teaching methods in education is
proving effective in both foreign and Commonwealth
countries. Digital textbooks and educational manuals
Research Article
THE STUDY OF TEACHING APPLIED DECORATIVE ARTS IN HIGHER
EDUCATION INSTITUTIONS THROUGH SOFTWARE SOLUTIONS: A
REVIEW OF METHODOLOGICAL LITERATURE
Submission Date:
October 13, 2024,
Accepted Date:
October 18, 2024,
Published Date:
October 23, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-18
Jabbarov Rustam Ravshanovich
Acting Associate Professor, Department of Fine Arts, Tashkent State Pedagogical University named after
Nizami, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
107
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
106-111
OCLC
–
1242041055
Publisher:
Master Journals
are now recognized as essential tools in the teaching
process.
In developed countries, software applications such as
CourseLab, iSpring, AutoPlay, Automax, and Adobe
Dreamweaver are used to enhance the teaching of art
subjects, foster innovation, and improve the learning
experience. Increasing attention to scientific and
technological advancements has led to the widespread
use of modern technologies in the arts. As a result,
software solutions, electronic textbooks, and creative
technologies are becoming integral to teaching.
Educational institutions today are equipped with the
latest
software,
multimedia
content,
virtual
exhibitions, and other interactive tools.
As technological innovations continue to become an
essential part of daily life, their integration into the
learning process has become inevitable. Gadgets and
other advanced technologies are evolving year by year,
becoming inseparable from modern living. It is
undeniable that enhancing the teaching process with
these innovative tools makes learning more engaging
and dynamic. Educators now regularly incorporate
software tools and electronic textbooks into their
lessons,
recognizing
the
advantages
these
technologies provide.
The Role of Digital Textbooks and Educational
Software
Digital textbooks and manuals serve as specialized
tools or software applications that replace traditional
paper-based books in the educational process.
However, the concept of an e-book varies across
different sources. Some define it simply as the
electronic version of a printed book, while others
describe it as a comprehensive system that includes
multimedia content and interactive elements for
monitoring students' progress. Many of the latest
digital textbooks are designed with visual content to
make them more engaging. Teachers consistently
report that students find these resources easy to use
and that their interest and motivation increase when
interacting with digital materials, both at school and at
home.
The theoretical and practical aspects of becoming a
skilled professional through teaching with software
products, electronic textbooks, and manuals have
always been essential. Our ancestors also emphasized
training the younger generation in crafts, educating
them within the master-apprentice system, and raising
competent, well-mannered individuals who serve the
progress of the nation. Many foreign scholars have
provided valuable insights into this critical issue in their
research. Scholars such as Matthew D. Barton, August
Namuth,
Bruce
Chase,
Atiyah
Curmally,
A.
Nurwijayanti, Budiyono, L. Fitriana, Lee Choon-Sig, A.V.
Kaysina, and M. Belousov highlighted that these
electronic materials enable students to develop
professional competencies.
In recent years, our country has been working towards
enhancing the efficiency of educational processes at
higher education institutions by aligning them with
international education standards, ensuring the quality
and competitiveness of personnel training, and
developing effective methods for implementing
information and communication technologies (ICT).
Additionally, the rapid integration of new-generation
educational literature, created with virtual and
multimedia technologies, into the learning process is
gaining momentum. The prioritized tasks in this regard
include: “further improving the continuous educa
tion
system,
constructing
educational
institutions,
strengthening their infrastructure through modern
teaching and laboratory equipment, computer
technologies,
and
instructional
manuals,
and
promoting scientific research and innovation activities
by creating effective mechanisms for implementing
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
10
Pages:
106-111
OCLC
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1242041055
Publisher:
Master Journals
scientific and innovative achievements in practice” [3].
These efforts expand the pedagogical potential of
creating and applying new-generation software
products and electronic educational literature in
training future teachers at higher education
institutions, particularly given the current global
changes.
Moreover, prominent scholars and researchers have
noted the emergence of terms such as “software for
electronic computing machines,” “state registry of
softwar
e
products,”
“interactive
educational
complexes,” “interactive teaching tools,” and
“interactive electronic textbooks and manuals” with
the active introduction of interactive education into
the learning process [7; p.5, 8; p.5, 9; p.6].
Various scholars in our country have addressed the
issues related to the development of methods and
technologies for creating electronic educational
literature and their wide application in the education
system. Scholars such as F.J. Tokhirov, M.Z. Qambarov,
I.I. Umirov, Kh.A. Umarov, A.A. Iskhaqov, M.A.
Tursunov, G.V. Sharapova, M.S. Usmonov, S.G.
Siddiqova, J.Kh. Donaeva, Kh.Kh. Muratov, E.A.
Mo‘minov, and G.A. Botirbekova have explored these
topics in their works. For example, F.J. Tokhirov
focused on enhancing students' algorithmic thinking in
programming at higher education institutions [4; p.6];
M.Z. Qambarov studied the development of
professional competence in future engineers under
conditions of informatization of education [5; p.5]; I.I.
Umirov
worked
on
developing
technological
competence in students using electronic educational
tools [6; p.6]; and Kh.Kh. Muratov examined the
development of the educational environment through
electronic resources and multimedia teaching tools [12;
p.1132].
Several scholars, including G.A. Botirbekova [13;
p.799], Kh.Kh. Muratov [11; p.21], F.M. Tadzhieva [14;
p.39], J.Kh. Donaeva [10; p.55], D.S. To‘xtasinova, and
V.S. Khamidov, have investigated the creation and
formalization of electronic educational materials in
their research on innovative electronic textbooks.
The methodological manual by the experienced
educators D.S. To‘xtasinova and V.S. Khamidov, aimed
at educators in medical institutions, also addresses key
issues related to our research. These electronic
educational resources are intended to broaden
students' perspectives, develop and deepen their
initial knowledge, and provide additional information.
They are created primarily for subjects that require in-
depth study. With the continuous development of
science and technology in the education system, the
need for limited-edition electronic educational
materials for general and specialized subjects is
growing [15; p.5].
S.G. Siddiqova, in her dissertation titled *"Methods for
Creating and Implementing New-Generation Electronic
Learning Resources for Special Subjects in Professional
Education,"* highlights the relevance of developing
such resources for teaching special subjects and
improving educational activities in professional
education. However, the lack of sufficient scientific
grounding and the pedagogical challenges of
integrating these resources into practice demonstrate
that these issues remain unresolved and require
further investigation [9; p.7].
According to experts in various fields of pedagogy,
electronic textbooks should be designed to allow
teachers to monitor all actions performed by students
independently. Today, the information environment in
higher education institutions is viewed as an
interactive information exchange setting that aims to
meet the informational and technological needs of
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
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ISSUE
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Pages:
106-111
OCLC
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1242041055
Publisher:
Master Journals
students, graduate students, and researchers. This
interactive communication environment includes
interpersonal communication tools (such as email,
phone calls, chats, forums, and video conferences),
access to internal and external information resources,
and the provision of relevant educational resources to
students. Electronic textbooks make up a significant
portion of the primary information resources used for
studying various subjects at higher education
institutions. They integrate nearly all relevant materials
into a unified information package.
Modern electronic textbooks provide the required
interactivity, visual elements, mobility, compactness,
low production costs, multiple options, progressive
learning stages, and an abundance of assignments and
tests for evaluation. The primary advantage of such
textbooks lies in effectively fostering students'
independence and active participation in the learning
process. Incorporating electronic textbooks into
education offers students a comprehensive view of
subject material, enables them to learn independently,
supports individualized instruction, enhances control
and self-monitoring, and ultimately improves learning
outcomes. Additionally, electronic textbooks make
lessons more engaging and dynamic [11; p.20].
Ensuring the interactivity of teaching must consider
the specific features of each subject and be carried out
systematically. Electronic textbooks should offer
opportunities for repeated exercises and various ways
to monitor student progress. Organizing electronic
communication in education includes conducting
practical exercises, monitoring students' responses,
verifying the correctness of answers, performing
mathematical calculations, checking graphical data
inputs, and controlling the analytical expressions
provided. Regardless of the level of education,
electronic textbooks must adhere to certain principles
during their creation. A review of methodological
literature reveals that many issues related to teaching
with software products have been explored
theoretically. However, research on preparing future
teachers in higher education remains insufficient and
requires further investigation.
To properly define the focus of this research, it is
essential to clarify the concept of "software products."
Philosophical, pedagogical, psychological, didactic,
and methodological literature addresses various
aspects of electronic resources for students and
learners,
although
some
challenges
remain
unresolved. Consequently, there is no unified
definition of "software product."
The differences in perspectives on this issue can be
attributed to several factors. Some authors associate
software products with teaching methods (Zarubina
V.S., Belousov M.G., Torlopova N.I., among others).
Others view them as a type of educational activity.
Some researchers consider them as teaching tools
(Tadjieva F.M., Kaysina A.V., Alekseeva T.V., Gubina
L.V., among others).
Software products used in the educational process
involve students working independently, though
under the teacher’s instruction, within specified
deadlines. Students consciously apply their intellectual
and physical efforts to achieve the objectives outlined
in their assignments. The role of the teacher remains
critical in guiding students’ creativity and enhancing
their motivation to learn.
Maintaining continuity in education depends on the
interconnectedness
of
its
components
—
goals,
content, methods, tools, and forms
—
which together
form the methodological system. This raises the
question: do today’s curricula meet current needs? The
content and methods in education are interconnected,
and the challenges of instructional methods often
revolve around the question, “How and whom should
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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VOLUME
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ISSUE
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Pages:
106-111
OCLC
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1242041055
Publisher:
Master Journals
we teach?” Thus, the developm
ent of instructional
methods must align with the content being taught.
These two aspects complement each other, despite
their inherent contradictions. Many works in pedagogy
have discussed the shortcomings of traditional
teaching methods. For instance, V.I. Onishenko and
M.N. Gendin argue that a lecture represents a
generalizing process: on the one hand, it conveys
information from the teacher, while on the other, it
reflects the students' reception of that information.
Electronic learning materials provide opportunities to
link theoretical knowledge with practical applications.
They also enable the formulation of problem-based
scenarios and encourage collaborative problem-
solving with students, fostering independent thinking
and a deeper understanding of the subject matter. The
creation of multimedia-based electronic textbooks
offers a promising solution for organizing such
problem-based
learning
environments.
The
methodology of teaching through multimedia tools
significantly differs from traditional methods. It offers
educators and students new ways to present learning
materials
visually,
organize
differential
and
individualized instruction, assess learning outcomes,
provide feedback, enable self-monitoring, and
demonstrate the dynamic processes of the subject
matter through animations, graphics, multimedia, and
sound. Furthermore, multimedia tools foster strategic
learning skills in students, create new conditions for
independent study, and support distance education
while promoting cost-effective approaches to
conducting laboratory work [18; p.289].
CONCLUSION
In conclusion, the virtualization of education offers
solutions to many issues associated with traditional
learning, such as rigid class schedules, commuting
difficulties, monotonous lectures, and missed lessons.
Moreover, it fosters critical and creative thinking in
students. While I firmly believe that virtual and global
education brings more benefits than harm, it should
not entirely replace face-to-face learning. Instead,
individuals should choose the learning approach that
suits them best and continuously strive for self-
improvement.
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OCLC
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1242041055
Publisher:
Master Journals
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