Vol. 6 No. 06 (2025): Volume 06 Issue 06

This article is devoted to the topic "Improving the methodology of teaching zoology in higher education based on innovative pedagogical technologies." It highlights the comparison of traditional and innovative approaches, the importance of modern educational technologies in teaching zoology, including active teaching methods, digital tools, virtual laboratories, multimedia resources, collaborative approaches, and modern assessment methods. With the help of innovative technologies, it shows the possibilities of increasing students' interest in zoology, deepening their knowledge and skills in the subject. In conclusion, it was emphasized that the application of modern approaches is an important factor in improving the quality of education.

Blended learning—the deliberate integration of face-to-face instruction with online delivery—has reshaped English for Specific Purposes (ESP) courses worldwide. For economics majors, whose future professional discourse is deeply rooted in both subject-specific terminology and digital communication, a carefully balanced blend can enhance language mastery while fostering transferable digital literacy. Drawing on recent systematic reviews, needs-analysis studies, and classroom interventions, the present article examines how a blended ESP model can be designed, implemented, and evaluated in undergraduate economics programmes. Using a mixed-method, semester-long study with 124 second-year economics students, we investigated learning outcomes, student engagement, and perceived usefulness of digital tools such as Learning Management Systems, adaptive language platforms, and data-driven tasks based on authentic economic texts. Findings show statistically significant gains in receptive and productive ESP skills, heightened learner autonomy, and positive attitudes toward the digital component, without diminishing the perceived value of in-class interaction. Challenges identified include uneven digital competence and the need for sustained instructional design support. Recommendations emphasise iterative curricular alignment, targeted teacher professional development, and systematic evaluation to refine the blend.

This article discusses inclusive education and the development of an inclusive culture in society. The article reiterates the importance of inclusive education extending inclusion to every section of society, meeting the unique needs of each individual, and seeing significant changes in society. Methods and practices used to develop an inclusive culture are discussed as well.

This article covers the pedagogical features of the process of introducing students to the knowledge of Instrumental Performance, the need to acquaint students with the knowledge of the Instrumental Performance of the Uzbek musical art, which has been studied for many centuries, having been polished and passed from teacher to student as a tradition, and thereby expanding the educational capabilities of students.

The development of effective presentation skills is crucial for English as a Foreign Language (EFL) learners in academic and professional contexts. This complex skill necessitates not only linguistic proficiency but also strategic self-regulation. With the rapid integration of Artificial Intelligence (AI) into language education, understanding how EFL learners leverage these tools for self-regulated learning (SRL) in developing presentation skills has become paramount. This study investigates the priorities and utilization patterns of AI-enhanced SRL among EFL learners focused on improving their presentation abilities. Employing a qualitative research design, data were collected through semi-structured interviews with university-level EFL students. Thematic analysis revealed that learners prioritize AI tools for enhancing linguistic accuracy (pronunciation, grammar, vocabulary), improving fluency, and managing public speaking anxiety. Their utilization patterns spanned across various SRL phases, from forethought (content generation, outlining) to performance (rehearsal with AI feedback) and self-reflection (analyzing AI-generated performance reports). While participants appreciated AI's accessibility, personalized feedback, and anxiety-reducing potential, challenges related to over-reliance, authenticity, and ethical considerations were also identified. These findings offer valuable insights for educators and developers regarding the pedagogical integration of AI to foster more effective and self-directed language learning environments, particularly in the realm of complex communicative skills like presentations.

The paper involves general information about the general characteristics of viruses and the types of diseases and harms they cause. It also provides information about the molecular structure of viruses and the importance of DNA or RNA, which is the genetic information, in causing disease, and the important role that prions play in maintaining the infectivity of the virus.

Phytopathogenic microorganisms — bacteria, fungi, viruses, and nematodes — cause various diseases in plants. As a result of their infection, serious disturbances occur in the physiological systems of plants: photosynthesis, water and nutrient metabolism, hormone balance, antioxidant system, synthesis of secondary metabolites, and other processes are disrupted. This article theoretically analyzes the physiological disorders caused by phytopathogens. The complex molecular and cellular interactions between the plant and the pathogen are highlighted.

This article analyzes the effectiveness of the use of innovative technologies in the teaching of foreign languages, their role in the educational process and pedagogical capabilities. It has been noted that through the use of modern information and communication tools, online platforms and gamification elements, students have increased interest and activity in language. The benefits of learning in a virtual environment as well as the problems encountered are also addressed. Based on practical examples and analyzes, the role of the innovative approach in the effective assimilation of foreign languages is justified. The results of the article can be used as methodological recommendations for Foreign Language teachers and educators.

The development of intercultural and regional studies orientation within the integrative approach has emerged as a critical dimension in contemporary higher education and professional training. This article examines the theoretical foundations, methodological procedures, empirical outcomes, and interpretative discussion surrounding efforts to cultivate learners’ competencies for cross‐cultural understanding and regionally grounded knowledge. Drawing upon established models of intercultural communicative competence and integrative pedagogy, a mixed‐methods study was conducted involving curriculum analysis, qualitative interviews with educators, and quantitative surveys of students across multiple faculties. The findings reveal a significant enhancement in learners’ self‐awareness, cognitive flexibility, and regional expertise when integrative modules explicitly combine intercultural content with localized case studies. The discussion highlights the synergies and tensions inherent in aligning global cultural frameworks with region‐specific realities, proposing practical recommendations for curriculum designers. These include iterative content adaptation, scaffolded intercultural reflection, and continuous faculty development. The study concludes that a deliberately structured integrative approach can effectively foster both intercultural sensitivity and regional orientation, thereby preparing graduates for complex global‐local challenges.

Developing speaking competence is a central objective in language education. Burkart (1998) advocates for a pedagogical approach combining language input, structured output, and communicative output. This article explores these dimensions in detail and emphasizes small-group discussion as an effective instructional technique. Drawing from established educational theorists and practical implementations, the article demonstrates how structured and communicative group discussions enhance linguistic, strategic, and sociolinguistic competencies among learners. It also outlines the key benefits of small-group work in improving speaking proficiency, critical thinking, collaboration, and learner autonomy.