European International Journal of Pedagogics
100
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TYPE
Original Research
PAGE NO.
100-106
DOI
OPEN ACCESS
SUBMITED
23 February 2025
ACCEPTED
20 March 2025
PUBLISHED
22 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Preparation for Ergonomic
Activities of Students of
Pedagogical Educational
Direction
Tukhtamurodov Azizbek
Doctoral Student of Namangan State University, Uzbekistan
Abstract:
The article substantiates the relevance of
ergonomic knowledge, skills and abilities in organizing
an ergonomic learning environment in schools and
developing the ergonomic culture of modern school
teachers. It also examines such problems of the
ergonomic system as saving the labor of teachers and
students, and the teacher's participation in creating a
comfortable,
effective
and
safe
educational
environment at school.
Keywords:
Ergonomics of education, ergonomic culture
of the teacher, ergonomic educational environment.
Introduction:
Considering the formation of a well-
rounded person in higher educational institutions of
pedagogy, students of pedagogic education are trained
to receive regular knowledge of educational modules
and blocks, the need to acquire knowledge, basic
educational-scientific and general cultural knowledge,
spiritual and moral qualities based on national and
universal values, professional development, creative
thinking and conscious attitude to the environment.
Education based on the main principles of education,
educational standards and educational programs, is the
comprehensive development of the young generation
based on a specific goal and socio-historical experience.
The establishment of a pedagogical process that
guarantees the educational result, which is organized on
the basis of a specific project in a systematic process
aimed at the development of the mind, behavior and
worldview of students, requires an ergonomic culture
based on knowledge, skills and competencies in
pedagogical ergonomics from future teachers of
pedagogy. Ergonomic culture serves to ensure the
effectiveness of teaching and learning processes,
including distance learning using the Internet and
information
and
communication
technologies,
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European International Journal of Pedagogics
organization based on a specific project, use of the
most effective methods in pedagogical processes
aimed at achieving specific goals and guaranteeing
educational results, selection of educational and
training technologies, and organization of teaching
processes.
Relevance of the topic
. The educational process in
higher education includes the following processes:
upbringing, education, formation and development of
the personality of qualified personnel, etc. All of this is
aimed at training highly qualified competitive
personnel, which is determined by the insufficient
study of the activities of students and professors, the
social environment between students and professors
and its health, the material and technical support of
the educational institution, established cooperative
relations, and a number of other factors.
Purpose of the study
. The educational process is a
search for ways to solve pressing problems: the
workplace, the processing of materials, the
transformation of human musculoskeletal systems, the
layout of the workplace, reliability and health;
organizational ergonomics is the development of
proposals and recommendations for solving issues
related to the optimization of socio-technical systems
and their organizational structures and management
processes.
A brief analysis of scientific research on the topic
.
Foreign researchers K. Bikshe, J. Giedrovits, R. Smith, L.
Sidorchuk analyzed the ergonomic competence of
teachers and showed the expediency of improving
professional activity in modern educational conditions
of schools, based on the responsibility of pedagogical
activity and the ergonomic environment of the
educational process.
The problems of ergonomics in education have been
studied in detail in the studies of Russian scientists A.A.
Belov, E.V. Voronina, R.S. Gershunskaya, A.A. Kriulina,
L.P. Okulova, N.A. Pugal, E.S. Rapatsevich, E.V.
Ryabova, R.S. Safin, S.F. Sergeyev and others.
In Uzbekistan, we can find ideas on the formation of
ergonomic competence of young people in the
spiritual and cultural heritage of our people "Avesta",
as well as preliminary information in the works of Abu
Nasir Farobi, Abu Raykhan Beruni, Abu Ali ibn Sino. The
scientific research of researchers S.Kh. Abdullaev, N.A.
Abdullaeva, N.Kh. Kirgizova also substantiated that a
person, his attitude to the environment, spiritual,
moral, ergonomic qualities are of decisive importance
in the development of society. However, in their
scientific research, the current aspects of the problem
of ergonomic culture of future teachers of pedagogy
were not investigated.
The scientific essence of the article is that our scientists
have not sufficiently studied the ergonomic approach to
the educational process and the preparation of future
pedagogic teachers for ergonomic activities, the impact
of the ergonomic principles of teaching on the
educational process.
The object of the study was the process of preparing
future teachers of pedagogy for professional
pedagogical activity in higher educational institutions.
METHODS
Methods used in the research: systematic, comparative-
logical analysis, empirical observation and the results of
questionnaires were used.
Main part
The term "ergonomics" was first used by the Polish
naturalist V. Yaszczembowski in 1857, who referred to
the science of labor based on the laws of nature. The
origins of ergonomics education were laid by Ananiev
A.B., Alekseev N. G., Zinchenko V. P., Munipov V. M.
Shein A. B., Leontiev A. N., Lomov B. F. . In general,
ergonomics
is
a
scientific
discipline
that
comprehensively studies a person in the specific
conditions of his activity in modern production.
Since 1986, a new discipline devoted to ergonomic
problems of education has appeared in the journal
"Ergonomics Abstracts" - Education, first described by
the Russian researcher A. A. Kuligina in his work
"Ergodesign in the World of Education".
However, interest in solving educational problems arose
among ergonomists much earlier. In 1980, a special
group was formed in the Human Factors Society to
identify promising directions in ergonomics. One of the
8 directions recommended by the group was the
creation of a system of education and training. It should
be noted that in the past, this direction of ergonomics
developed only in relation to the profession of
operators, focused on the study of human labor activity
in connection with technology.
A number of authors believe that the principles and
recommendations of ergonomics can be transferred
from the production process to the pedagogical process.
In particular, Zinchenko V.P. quite rightly emphasizes
that “there is a need to create pedagogical ergonomics.”
“Although ergonomics studies the “man
-
machine”
system, many of its conclusions and recommendations
can be used to improve the educational process at
school,” says A.A. Chentsov. By synthesizing the
achievements of a number of labor sciences and
technical disciplines, ergonomics can contribute to the
establishment of relevant interdisciplinary connections
and the proper organization of the educational process
itself. One of the methods for comprehensively solving
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the problems of working with complex modern
technologies is the use of an ergonomic approach.
Taking into account ergonomic requirements and using
its
recommendations
when
designing
school
equipment, visual aids, creating the necessary comfort
in the classroom, undoubtedly has a positive effect on
the process of acquiring knowledge, abilities and skills
by students, and improves the educational system as a
whole.
Educational ergonomics, on the other hand, is based
on the ideas of cognitive ergonomics (cognitive
ergonomics) and seeks to apply them in the field of
education. Cognitive ergonomics is a science about
how to improve and facilitate mental labor.
Educational ergonomics is a science about how to
improve and facilitate educational activities.
Organizational ergonomics studies issues related to
improving the efficiency of educational institutions in
organizing the educational process, optimizing the
organizational structures and management processes
of the educational process, and rationally organizing
and managing the system of interpersonal
relationships, human resource management, project
development, cooperation, and teamwork.
It is also necessary to take into account the following
factors when organizing a modern educational
process:
• changing methods of learning;
•
the
introduction
of
modern
educational
technologies, opening up opportunities for changes in
teaching methods and content;
• the changing role of the teacher in the le
arning
process;
• the opening up of wide opportunities for distance
learning and education.
In the modern era, there is a need to provide high-
quality education and organize the educational
process. With the increase in the sources of education,
a new concept of education has emerged: lifelong
learning, continuous learning, etc. In this regard, one
of the modern requirements is to radically improve the
quality and efficiency of the educational process, study
the ergonomic aspects of the educational process, and
take a systematic, integrative approach to improving
the quality and efficiency of the activities of the
subjects of the educational process and higher
educational institutions. As a result, it is clearly evident
that the disciplines in the "Pedagogy" category studied
in higher education institutions should be studied in
close connection with the disciplines of ergonomics
(organization of a safe and comfortable educational
environment), economics (identification of economic
needs and resources in the process of designing
educational development), psychology (taking into
account the psychological state of students), sociology
(identification of social needs in education), medicine
(study of the state of health of students, creation of
special conditions for students with physical
development and health problems), physiology (taking
into account the physiological and age characteristics of
students), philosophy (use of a universal approach and
philosophical concepts), mathematics (application of
mathematical calculation methods in pedagogical
diagnostics and pedagogical research), history (study
and application of historical experiences of education),
and anthropology (comprehensive approach to man as
a subject of education).
In our opinion, the following issues are of great
importance in the teaching of pedagogical ergonomics:
ergonomics of the educational and educational
environment, issues related to the biomechanical,
physiological,
anthropometric,
anatomical
characteristics of a person related to labor in the
educational and educational process. The educational
process involves the search for ways to solve urgent
problems: the workplace, changes in the human
musculoskeletal system, workplace layout, reliability
and health; organizational ergonomics involves solving
issues related to the optimization of socio-technical
systems and their organizational structures and
management processes, etc. It also studies the system
of
interpersonal
relations,
human
resource
management, project development, cooperation,
rational organization and management of teamwork;
cognitive ergonomics studies the finding of connections
between mental processes (perception, memory,
decision-making, etc.), and the relationship of a person
with other elements of the system. Problems such as
intellectual labor, decision-making, skilled execution,
human-computer cooperation are considered. In this
process, attention is paid to the issue of continuous
education and professional training of a person in the
design of socio-technical systems and concepts are
given. Ergonomics plays a special role in rationally
solving the problems of preparing students of the
pedagogical direction for ergonomic activities.
The selection and systematization of educational
materials, while adhering to the principles and criteria
for determining the content of education, taking into
account the ergonomic requirements for the
educational material base and educational tools of an
educational institution, allows for effective modeling of
educational materials. As a result, the harmony of
epistemological, organizational, psychological, didactic,
sociological and cybernetic laws is achieved in the
educational process, while adhering to the general laws,
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regularities and principles of the integrated
pedagogical process. Taking into account the
interconnectedness and generality of the components
of the educational process, the effective use of the
main and auxiliary forms of organizing the educational
process, the effective organization and spending of
students' free time, requires the development of the
creative competence of future teachers of pedagogical
science and their preparation for ergonomic activities.
The level of their ergonomic competence depends on
the professional qualifications of teachers of
pedagogical science working in an educational
institution, their work experience in relevant
functional tasks, knowledge of functional tasks in
accordance with the field of their profession, their
initiative, and their creative approach to work, as well
as their qualities such as objectivity, openness,
personal and professional competence, practical
experience, management skills, responsibility, and
initiative.
Педагогика
олий
таълим
муассасаларида
педагогика йўналиши In preparing students for
ergonomic activities, it is important that they act
rationally based on ergonomic requirements to
increase the effectiveness of education and
upbringing, be true masters of their profession, fully
master all aspects of organizing a safe and comfortable
learning process, be extremely responsible for their
duties, and have the ability to ensure the safety and
comfort of the educational process. Also, future
teachers of pedagogical science are required to have
an ergonomic culture, initiative, personal qualities,
systematic analysis and decision-making skills, and
implement appropriate and effective ways to fulfill
professional tasks based on ergonomic competence.
Today, the transformation processes in education are
underway, its structural restructuring involves
changing and updating educational programs taking
into account modern global achievements in
education, science, engineering and technology,
economy and culture.
The widespread adoption of advanced technologies,
positive changes in the economy, the expansion of the
scale of foreign investments, the development of
entrepreneurship, small and private business, as well
as the integration of continuing education with science
and production, the introduction of an integrative
approach to education in accordance with the abilities
and capabilities of students, will serve as the basis for
the development of advanced innovative technologies
of education, the creation of modern educational and
methodological complexes, and the improvement of
the system of organization and management of
pedagogical processes in accordance with ergonomic
requirements.
This, in turn, imposes new tasks on the professors and
teachers of higher educational institutions on the
organization of the preparation of students of
pedagogical specialties for ergonomic activities, the
implementation of world-class achievements of
education, science, engineering and technology, the
organization and management of pedagogical processes
based on ergonomic requirements, as well as on the
positive resolution of existing problems in the direction
of ensuring the effectiveness of pedagogical processes.
In the field of preparing students of the pedagogical
direction for ergonomic activities in higher educational
institutions of pedagogical education, the level of
preparation of students and the level of knowledge that
must be mastered, as well as the general qualification
requirements for graduates of higher educational
institutions, the process of preparing students for
ergonomic activities requires the creation of the content
of the process, further improvement of the content of
education and teaching methods, and the use of the
most effective technologies of innovative education.
The need to form the necessary knowledge, skills and
qualifications in ergonomics remains urgent in the
requirements for the level of preparation of students
studying in the pedagogical direction in higher
educational institutions of pedagogical education, the
qualifications and skills that must be formed in them in
subjects, the content of knowledge that must be
mastered, and the content and components of
educational programs.
Based on the above-mentioned points, it can be said
that the directions of preparing students for ergonomic
activities include an integrative and andragogic
approach, the distribution of hours according to the
content and essence of subjects in the creation of work
programs for subjects, as well as the provision of
interrelationship and dependence of subjects in the
design and organization of the educational process, the
mutual coordination of the goals and tasks of subjects,
and in turn, the use of hours allocated for subjects in the
curriculum serves to increase the quality and efficiency
of the educational process in preparing for practical
professional activities, to broaden the importance of
topics, to expand students' ergonomic outlook and
understanding, to develop their interest in their chosen
profession.
RESULTS
Results and practical examples.
Taking into account the characteristics of the impact of
objective and subjective factors affecting the
preparation of students of the pedagogical direction for
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ergonomic activities, we identified criteria and
indicators for assessing the level of formation of
students' ergonomic competencies (high, medium,
low):
a) the cognitive characteristic characterizes the
knowledge of students about the ways of creating an
ergonomically convenient environment;
b) motivation determines the attitude of students to
the problems of forming an ergonomically convenient
educational environment;
c) integrative activity indicates the acquisition of
ergonomic abilities and skills to create a comfortable,
effective and safe educational environment in a
modern school.
Thus, a group of students was asked to answer test
questions about ergonomics and its place in the
education system. Students of pedagogical directions
participated in the test tests. As a result, only 12% of
students said that they were familiar with the concept
of ergonomics and had an idea of using ergonomics, of
which only 9% said that they had heard about the use
of ergonomics in the education system. Such a low
level of awareness of ergonomics and its place and
status in the education system allows us to assume
that they are not sufficiently prepared to create a
comfortable and safe learning environment in
accordance with the professional standards of future
teachers of pedagogy. When students answered the
open-
ended question “What should be the conditio
ns
for creating a comfortable environment?”, 39% of the
students indicated that they used the subject “Physical
Culture and Sports”, and 21%
-
the subject “Life Safety”.
Thus, only 8 people could have reflected the conditions
for creating a comfortable environment in the
ergonomic component, since they expressed their
opinions that they independently studied some
concepts when studying the basics of ergonomics in the
subjects "Life Safety" and "Physiology and Hygiene of
Youth". In general, most students have a low level of
competence in what conditions should be for creating a
comfortable environment.
The learning environment formed in a modern school
should be flexible, allowing the educational process to
be updated in accordance with the trends of the time
and forming the basis of the school in the future. The
effectiveness of teaching in the classrooms, classrooms
and workshops of a general education school depends
on the creation of a comfortable environment for
students, including its components. We summarize the
conditions for creating a comfortable environment and
present them in Table 1 below.
Table 1.
Conditions for creating a comfortable environment
Components
Conditions of application
Material and technical
Sufficient space; availability, location and condition of
equipment, instrumentation; provision of standard
materials, reagents, etc.; high-quality and timely
maintenance of equipment; compliance with occupational
safety and fire safety requirements.
Sanitary and hygienic
Normal natural and artificial lighting; compliance of
buildings, their condition and maintenance with sanitary
and hygienic standards and requirements; reasonable
temperature conditions, air exchange and ventilation;
minimum level of dust, gas content, noise; reasonable air
humidity; equipment with sanitary and hygienic means
and first aid supplies.
Aesthetic
Buildings according to design requirements and
color scheme for painting equipment;
beautification; design style and content.
Technical and
pedagogical
Maintaining a reasonable work regime for students;
providing each student with a standard equipped
workplace; equipping the workplace of an individual
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teacher; creating conditions for individual and group
forms of work; compliance with the requirements of
organizing labor on a scientific basis.
CONCLUSION
Regular improvement of ergonomic competences of
pedagogic students in higher educational institutions
of pedagogy involves the fulfillment of a number of
tasks, i.e.
• creating the necessary conditions for the subjects of
the pedagogical process,
• organizing, coordinating, monitoring, analyzing and
evaluating their activities,
• as well as creating and strengthening the material
and technical base for the implementation of this
process,
• equipping them with new pedagogical and
information technologies,
• providing them with highly qualified specialists.
Therefore, managers and teaching staff responsible for
organizing and managing pedagogical processes in
higher educational institutions and ensuring their
effectiveness must have not only pedagogical
experience, but also sufficient competencies in a
number of areas, such as ergonomics and
management, pedagogical ergonomics.
Therefore, future teachers of pedagogical science need
special training to teach ergonomic knowledge that
ensures the performance of labor functions in
accordance with professional standards.
In conclusion, it can be said that in the process of
developing ergonomic competence, it is necessary to
monitor the level of formation of its components such
as ergonomic knowledge, skills, thinking, orientation in
students. If various types of control are carried out
during the educational process, the presentation of
ergonomic knowledge and skills, and gaps in students'
educational activities and knowledge are identified
and eliminated in a timely manner, in our opinion,
ergonomic culture will improve and develop in
students of pedagogical education.
Based on the conclusions, we make the following
practical suggestions:
1. There are no specific features of the work on the
ergonomic characteristics of teaching programs for
teaching pedagogy.
2. Pedagogy is characterized by a high level of
abstraction of educational material. A significant
increase in the effectiveness of computer exercises
with a high ability to visualize complex subjective
relationships and simulate various pedagogical
processes can be achieved by using high-quality
computer training programs built taking into account
psychological,
pedagogical
and
ergonomic
requirements.
3. If various types of control are carried out during the
learning process, ergonomic knowledge and skills are
presented, and gaps in students' educational activities
and knowledge are identified and eliminated in a timely
manner, in our opinion, the ergonomic competencies of
students in the pedagogical direction will develop and
their preparation for ergonomic activities will improve.
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