European International Journal of Pedagogics
48
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
48-51
DOI
3
OPEN ACCESS
SUBMITED
27 April 2025
ACCEPTED
23 May 2025
PUBLISHED
25 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Innovation as A Form of
Integration of Educational
Practice
Tuychieva Saodat Melikuzievna
Head of the department of Psychology at Tashkent University of Applied
Sciences, candidate of psychological sciences, associate professor,
Uzbekistan
Abstract:
Methodological basis of integration of
pedagogical science and educational practice are
discussed in this article. Innovations, their components,
objects, signs and the opportunities of assessment a
pedagogical innovations’quality are obsereved as a
mechanism of integration.
Keywords:
Educational space; innovations in education;
innovative project; criteria of evaluation of innovations;
objects and signs of pedagogical creative results.
Introduction:
The problems of integration of science
and education, as well as the harmony of theory and
practice have always been relevant. Undoubtedly, the
integration leads to the enrichment of the components
of the creation of the whole based on the harmony
characterized by new quality.
During the transition to the innovative paradigm of the
development of its economy, Uzbekistan has shown
special interest in the integration of science and
education. Because the integration of these
components of the socio-economic structure of the
society is an important link in the innovative
development of the country: education - research -
venture projects - can solve the problem of ensuring the
security of mass development of innovations. These are
intended to prevent the economy of Uzbekistan from
falling behind, and to help implement the main features
of the innovative economy and information civilization
in the field of education.
It is worth noting that the integration of science and
education, taking into account its practical directions,
European International Journal of Pedagogics
49
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
will have a guaranteed positive effect only with the
understanding of the theoretical and methodological
foundations and conditions of implementation. In this
case, it is not understanding the necessary conditions
for the expected success of integration, but also not
being able to adequately assess the relationship
between science and education, even though it does
not require clear and special evidence, and also many
researchers and leading scientists regularly enter the
scientific education system. point out that the level of
introduction of products is insufficient [1].
We objectively see such contradictions in the following
cases:
• in the imperfection of the connection between the
psychological-pedagogical subjects and education and
the mechanisms of introducing the achievements of
these subjects into educational practice;
• in the conditions where there is a need to introduce
scientific products created as a result of research into
the components of the educational process, and also
to turn scientific results into objects of educational
practice, we can see in insufficient scientific and
methodical tools [2].
However, despite this, we can solve these
contradictions in the innovative activity of education,
which is a necessary link of the socio-economic system
[3]. By developing a mechanism for integrating
educational practice with psychological-pedagogical
sciences, it is possible to achieve the result of
successful innovative changes in the integration
process in the socio-economic sphere, including
education.
Literature Analysis
The analysis of scientific sources and conducted
studies shows that there are several fundamental
arguments that allow for theoretical understanding of
this problem in the fields of pedagogy and psychology.
Creating an innovative educational environment in
higher education institutions can be achieved by
integrating educational practices with psychological
and pedagogical disciplines. However, until now, the
acmeological approach as "a system of principles,
methods and methods that enables the problems of
innovation and the tasks of solving them" was
theoretically and practically studied by A.A.Derkach
and V.G.Zazykin in 2003 in the framework of
innovation. mainly used for sh.
Also N.V. Kuzmina (1993), A.A. Derkach (1997), A.G.
Laptev (1998), G.P. Filippova (1998), S.L. Kandybovich
(2000), O.G. Moskalenko (2000), V.N. Markov (2007),
E.V. Selezneva (2007), I.N.Noss (2007), V.S.Agapov
(2007), E.P.Kostenko (2008) and V.R.Orestova (2010)
studied the problems of achieving innovative
mechanisms and methods in various fields of activity.
Possibilities of integration of educational practice with
psychological-pedagogical sciences to create an
innovative educational environment in higher education
institutions have not yet been a subject of special
research [6].
It should be noted here that the concept of integration
of educational practice with pedagogical disciplines of
the approach based on the creation of an innovative
educational environment in higher education has not
yet been created. The need for psychologist-
pedagogical specialists in modern society creates a
certain contradiction between the level of integration of
psychological-pedagogical sciences and educational
practice to create an innovative educational
environment in higher education institutions [7].
METHODS
Analysis of historical, retrospective and theoretical-
methodological
sources,
summarization
and
interpretation of the obtained data, observation,
interview, questionnaire, content analysis, qualitative
and expert assessment.
DISCUSSION
It is known that the methodologically well-developed
integration process of educational practice with the
psychological-pedagogical series of disciplines is, in
many ways, a person's educational field - a continuous
education system, which combines various types of
leading activities and educational subjects. determines
that it is a special socio-cultural phenomenon [4].
Integration processes can be expressed in a three-
dimensional learning space defined by the following
conditional coordinate axes:
1) subjects of development, including children of
preschool and junior school age, students of general
secondary education, students of higher educational
institutions, young professionals and specialists with
extensive experience;
2) systematic forms of continuous education (preschool
education, primary education, general secondary
education, higher education and post-higher education,
etc.);
3) multifaceted leading activities that perform the
function of personality development (game, cognitive,
educational, professional, production and creatively
oriented) [5].
Combining these three objectively reproducible and
self-developing factors into one space allows us to
consider the educational space as developing [6].
The developing educational space is a constantly
European International Journal of Pedagogics
50
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
expanding and self-organizing system of interaction
between the psychological and pedagogical systematic
forms and levels of continuous education, the activities
and subjects of the developing person and professional
development. we think that The interaction of these
components creates an open, expandable and self-
developing learning space [7].
Effectiveness of pedagogical research:
• first of all, to provide conditions for the integration
of education and science, to participate in the training
of specialists by introducing scientific development
and results into the educational and professional
process;
• support the priority development of basic research
as a basis for creating new knowledge, mastering
modern technologies, establishing and developing
scientific schools;
• raising the quality of the process of training
specialists and scientific-pedagogical personnel,
helping to improve the qualifications of professors and
teachers;
• it can be increased based on the active participation
of the scientific community in the organization and
conduct of scientific research on current issues of
education [8].
In general, the field of education defines not only
research problems, but also areas of innovation, which
have become the main mechanism for the integration
of science and educational practice.
Innovative activity in education means pedagogical
activity aimed at introducing the results of completed
scientific research and development, other scientific
and technical achievements, as well as intellectual
property objects into the educational process, new or
improved pedagogical products.
Therefore, practical pedagogical activity is a process of
implementation together with appropriate additional
research and development, in which education is
compatible with the economic and legal structure of
society, the laws of economic development, as well as
the current conditions of the labor market, as well as
educational products and services. needed.
It follows that pedagogical innovation is the result of
innovative pedagogical activity, which provides new
educational effectiveness, including its social,
economic, management, environmental, health care
and other aspects. However, it is not always possible
to implement the results of pedagogical research
directly into educational practice. Only innovations can
be considered as a mechanism for their change and
implementation.
A meaningful connection between science and
innovation is a purposeful change in order to improve,
modernize or reform existing educational practices
based on innovative projects.
Innovative projects can be implemented in three stages:
The first stage is the design of the innovation, that is,
models and programs are developed as a result of it;
The second stage is the technological stage, in which the
program is implemented and put into practice;
The third stage is the reflexive stage, in which innovative
activity is evaluated.
Innovation focuses on changing and updating various
aspects of education. Including:
socio-pedagogical changes;
improvement of general education and
professional training processes;
formation of new content of education;
development
of
new
psychological-
pedagogical technologies for education, upbringing and
development of students;
new communication and information
technologies,
design
of
education
and
spatial
environment, etc.
The main directions of innovative educational activities
are as follows:
•
ensuring maximum flexibility and non-linearity of
organizational forms;
•
inclusion of knowledge updating processes in all
components of the educational system;
•
development of human talent, creativity and
initiative as the most important resource of socio-
economic development;
•
to constantly update educational technologies
based on monitoring changes in the socio-economic
and educational environment;
•
ensuring the interaction of two innovative schemes
(the first - creation and promotion of innovations,
the second - their selection and development).
As can be seen from the above definitions, the results of
completed psychological-pedagogical research are the
basis of innovative pedagogical activity, and this is the
theoretical basis of pedagogical innovations. For this
reason, the integration of psychological-pedagogical
sciences, educational practice and pedagogical
innovations is necessary.
Therefore, innovation in education is considered a
factor that ensures the integration of science and
education, and it serves the development of education
along with the introduction of the achievements of this
science into the educational process. In order to
distinguish these three interrelated types of
European International Journal of Pedagogics
51
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
pedagogical activity, the table shows their defining
characteristics.
CONCLUSION
In conclusion, it should be noted that the study of the
influence of the potential of educational innovations
on the socio-economic development in our country,
the evaluation of the quality of pedagogical
innovations, the development of the criteria necessary
for this, and the organization of the examination of
educational institutions shows the urgency of the
problem. At this point, a systematic solution to the
problem of pedagogical innovations requires the
development of a system for evaluating the quality of
pedagogical innovations.
REFERENCES
Salaeva
M.S.
Innovatsion
ta’lim
sharoitida
pedagogning shaxsiy-kasbiy rivojlanishining psixologik
omillari // “Obrazovanie i nauka v XXI veke”
mejdunarodnы
y
nauchno-
obrazovatelnыy
elektronnыy jurnal. Vыpusk № 12 (tom 3) (mart,
2021)- B.567-570.
Salaeva M.S. Pedagogning samarali innovatsion
faoliyatini ta’minlashda shaxsiy
-kasbiy rivojlanishini
psixologik qo‘llab
-
quvvatlash / “Innovatsion ta’lim:
xalqaro t
ajriba, muammo va echimlar” mavzusidagi
Xalqaro
ilmiy-amaliy
konferensiya.
Toshkent
shahridagi YODJU texnika universiteti, 2021 yil 21
aprel. Elektron to‘plam. 3
-qism. 2021 yil 21 aprel. -
B.405-407.
Дубровина Л.И. Изучение языка –
средство
созидательной деятельности // Акмеология 2006.
Методологические и методические проблемы. –
СПб.: Изд
-
во ЦСИ, 2006
Melikuzievna, T. S., & Alidzhanovna, N. A. Innovative
Methods of Interaction of Participants of the
Educational Process. JournalNX, 546-551.
Salae
va M.S. Ta’limni axborotlashtirish sharoitida
bo‘lajak pedagoglarning virtual akademik mobilligini
shakllantirish // “Obrazovanie i nauka v XXI veke”
mejdunarodnыy
nauchno
-
obrazovatelnыy
elektronnыy jurnal. ISSN: 2658
-
7998. Vыpusk №15
(tom 3) (iyun, 2021). - C.480-484.
Salaeva
M.S.
Pedagogning
o‘z
-
o‘zini
kasbiy
takomillashtirishi va o‘z imkoniyatlarini ro‘yobga
chiqarishning psixologik mexanizmlari // «Mug‘allim
hәm үzliksiz bilimlendirio‘» jurnalы № 6/3
-
2022 jыl. –
B. 83-88.
Salaeva
M.S.,
M.Djumaba
eva.
Ta’limni
modernizatsiyalash sharoitida pedagog shaxsining
ijtimoiylashuvi va professionallashuvi // UzACADEMIA
Ilmiy-uslubiy jurnali. ISSN (E)
–
2181
–
1334. Barcha
sohalar bo’yicha electron jurnal. VOL 2, ISSUE 9 (19),
July 2021. Part - 1. - C.54-60.
Salaeva M.S., Koshnazarova M.A., Abdukodirov G. &
Radjabova D.A. (2022). Professionalism of the Teacher
as a Pedagogical Credo in the Age of Innovation //
Specialusis ugdymas / Special education, 1(43). -
Pp.10571-10576.
https://www.sumc.lt/index.php/se/article/view/1637
