European International Journal of Pedagogics
88
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
88-93
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.
Methodological
Approaches and
Requirements for
Organizing Digital
Education in Higher
Education Institutions
Turabekov Farxod Sanakulovich
Doctor of Philosophical Sciences (DSc), Professor at the Department of
Economic Theory at Tashkent State University of Economics, Uzbekistan
Abstract:
This article explores the methodological
approaches aimed at shaping the requirements for
organizing digital education in higher education based
on activity-centered principles. To achieve this, the
process of digital education is examined through the
lens of methodological approaches, with a focus on
identifying its organizational features and core
requirements.
Keywords:
Digital
education,
methodological
approaches, activity-based approach, process-based
approach, resource-based approach, phenomenological
approach.
Introduction:
The emergence of the information
society’s educational paradigm has significantly
increased the relevance of digital education in higher
education. According to several experts, the rapid
development of digital learning in Uzbekistan has
marked a turning point in enhancing interest in this form
of instruction and in its practical integration into
educational systems. By analyzing the current practices
of implementing digital education in higher education,
three key interaction models between the actors of the
educational process have been identified: distance
learning, blended learning, and open education [1; 2].
Table 1 presents the characteristics of the interaction
forms among actors in the learning process based on
different models of organizing digital education. The
lack of clearly defined requirements for the use of digital
education in higher education raises urgent questions
for educators on how to effectively organize the digital
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learning process to achieve optimal outcomes.
This article attempts to determine the organizational
features of digital education and to shape the
requirements for its implementation in higher
education from the perspective of activity-based
methodological approaches.
Literature Review
The pedagogical foundations of informatizing
education and integrating modern information and
communication technologies, the creation and use of
digital learning environments, and the development
and application of electronic educational resources
have been studied by scholars such as A. Abduqodirov,
M. Aripov, U. Begimqulov, R. Boqiev, F. Zakirova, M.
Mamarajabov, S. Tursunov, M. Fayzieva, J. Hamidov,
and F. Ghaffarov.
METHODOLOGY
The methodology of this article is based on the analysis
of both scientific and increasingly widespread practical
sources. It focuses on organizing the educational
process within the digital learning environment,
considering the growing demands on modern
educational systems.
The study also incorporates various methods, including
analysis of innovative technologies and tools used in
digital instruction, integration of digital technologies
into the learning process, changes in teaching methods
and strategies, analysis of pedagogical requirements,
review of development programs and manuals for
digital environments, scientific generalization of web
tools, and expert interviews on the topic.
RESULTS
Table 1
Forms of interaction among actors in the educational process
Model of Organizing Digital
Education
Forms of Interaction Among Educational Process
Participants
Distance Learning
The interaction between the student and the instructor is either
targeted, indirect, or entirely non-direct. The primary focus is on
the student’s engagement with educational resources and self-
directed learning.
Blended Learning
Active interaction among all participants in the educational
process. Interactive communication predominates, both in-person
and within the electronic information-educational environment.
Open Learning
Student interaction with an advising instructor or teacher occurs
in the form of consultations aimed at developing a personalized
learning strategy (study plan, course schedule, type of support)
aligned with the student's needs and interests.
Activity-Based Approach
The concept of "learning through activity" was
introduced by American scholar John Dewey. The core
principles of his system include: consid
ering students’
interests; learning through thinking and doing;
acquiring knowledge by overcoming difficulties; and
encouraging free creative work and collaboration [6].
Figure 1 illustrates a digital education model based on
the activity-based approach.
In this model, the primary actors in the digital learning
process are the student and the teacher. The teacher
aims to enhance the student's independent cognitive
engagement. The teacher's role in an activity-based
approach is not to simply “transfer knowledge,” but to
design, organize, and manage the learning process.
From the perspective of this approach, the student's
role involves understanding learning objectives,
solving tasks assigned by the instructor, and taking
responsibility for the outcomes of their learning activity.
The learning process within the activity framework
consists of the following stages:
1.
Defining the learning task
2.
Discovery of new knowledge by students
3.
Initial defense (presentation and justification of
learning outcomes)
4.
Self-management and self-assessment
When implementing digital education through this
approach, the teacher must ensure the presence of a
mandatory feedback mechanism. This includes
evaluating learning outcomes through assessments,
tests, forums, webinars, and other tools that structure
and support student engagement.
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Goal Motivation Demand
Source of information Coordinator Facilitator
Figure 1. A Digital Education Model Based on the Activity-Based Approach
The teacher no longer functions solely as a source of
information but rather as the organizer and
coordinator of
students’ learning activities. The
learning process can be viewed as a sequence of steps:
accepting a task, completing it within the provided
digital environment, receiving guidance, submitting a
response, receiving evaluation (review), and then
being assigned a new task.
In this context, digital education demands special
attention to digital learning resources. When
developing the structure and content of such
resources [4], the following principles must be
considered:
•
Modularity: Educational material should be
presented in modules
—
each with minimal volume but
logically interconnected content.
•
Completeness: Each module must include
essential components such as theory, tests, review
questions, and examples.
•
Clarity: Wherever possible, modules should be
supplemented with illustrative materials to aid
understanding.
Table 2. Key Requirements for Organizing Digital Education Based on the Activity-Based Approach
Approach
Requirements for Organizing Digital Education
Activity-Based
- The teacher acts as a facilitator and coordinator of the learning
process (organizing independent work with self-assessment)
- Requirements for digital learning resources (principles of
modularity, completeness, and clarity)
- Mandatory provision of feedback by the teacher to students
(reflective learning activity)
Process-Based Approach
The foundation of the process-based approach was
laid by A. Fayol, often referred to as the “father of
management.” He identified the core functions of
management as forecasting, planning, organizing,
commanding, coordinating, and controlling.
In the context of digital education, the process-based
approach implies that each educational process
involves multiple stakeholders. These stakeholders
may include: students, their parents, teaching staff,
administrative and management personnel, academic
and support staff, and employers.
Thus, from the perspective of the process-based
approach (see Figure 2), digital education can be viewed
as a set of interconnected processes. The management
of educational activity is, in turn, based on the
management of these processes. Each process has its
own goal, which serves as the criterion for its efficiency
and effectiveness.
Identifying the needs of all educational stakeholders is
based on analyzing data formed as responses to
questions, opinions, and forecasts regarding the
Student
Learning Process
Defining the
learning task
Discovery of
new knowledge
Obtaining results
Self-monitoring
and self-
assessment
Teacher
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European International Journal of Pedagogics
intended educational process. The resulting set of
identified needs forms the basis for the requirements
in planning and managing the learning process.
Stakeholders’ demands serve as input data for
developing educational programs, curricula, course
types, schedules, and other instructional planning
components.
The parameters and indicators resulting from the
planning and implementation of the educational
process provide a foundation for monitoring the quality
of education and evaluating the achievement of
outcomes and stakeholder satisfaction with the process.
2-расм. Жараён ёндашувига асосланган рақамли таълим схемаси
Ўқув жараёнидан қониқиш унинг субъектларининг
тахминларини ва ўқув жараёнини лойиҳалаш
босқичида
режалаштирилган
ўқув
жараёни
параметрларини
ҳақиқий
натижалар
ва
кўрсаткичлар билан таққослаш орқали ўлчанади.
Кейинчалик,
назорат
ҳаракатлари
меъёрий
-
ҳуқуқий
базани,
сифат
стандартларини,
ресурсларни,
дизайн
кўрсаткичларини,
ўқув
жараёнларини ва сифатни назорат қилиш ва
бошқариш
усулларини
доимий
равишда
такомиллаштириш учун ишлатилиши мумкин бўлган
фикрлар шаклида ишлаб чиқилади.
3-
жадвалда жараён ёндашуви асосида рақамли
таълимни ташкил этишнинг асосий талаблари
келтирилган.
3-жадвал
Жараён ёндашуви асосида рақамли таълимни ташкил этишга қўйиладиган асосий талаблар
Ёндашув
Рақамли таълимни ташкил этишга қўйиладиган
талаблар
Жараён
- Рақамли таълимни унинг ўзаро боғлиқ таркибий
қисмларининг узлуксиз ишлаш жараёни сифатида тақдим
етиш.
— Рақамли таълимнинг барча таркибий ва функционал
таркибий қисмлари фаолиятини умумий мақсадга –
жамият, давлат ва шахснинг таълим эҳтиёжларини
қондиришга сифатли эришишга йўналтириш.
Ресурсларга асосланган ёндашув. Менежментдаги
ресурс ёндашуви ташкилотнинг бозор позицияси
муассасанинг моддий ва номоддий ресурслари ва
уларни бошқариш комбинациясига боғлиқ деган
фикрга асосланади. Ресурс ёндашувининг асосини
инглиз иқтисодчиси Э. Пенроузнинг “Фирма ўсиши
назарияси” асари айтган.
Ресурс ёндашуви доирасида рақамли таълим
жараёнини кўриб чиқишда уни юқори сифатли ўқув
жараёнини амалга оширишнинг ажралмас шартини
ташкил этувчи ўзаро боғлиқ ресурслар тизими
сифатида кўрсатиш мумкин. Ресурслар –
бу моддий
-
техник база, кадрлар ва ахборот ресурсларининг
комбинацияси.
3
-
расмда
ресурс
ёндашуви
доирасида тақдим этилган рақамли таълим модели
кўрсатилган.
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Figure 3. Digital Education Model Based on the Resource-Based Approach
Human Resources
–
This includes specially trained
teachers, administrative staff, and other categories of
personnel involved in digital education. In ensuring
high-quality digital education, the role of tutors is
particularly important, as they provide direct support
and guidance to learners.
Information Resources
–
These consist of instructional
materials, textbooks, electronic course packages for
each subject, academic programs, curricula, the digital
learning environment, and more. Information resources
that support the digital learning process must meet a
range of criteria aligned with the specific characteristics
of the educational process.
Material Resources
–
These include the physical and
technical infrastructure, technological support systems,
and general or specialized software tools.
Table 4.
Core Requirements for Organizing Digital Education Based on the Resource-Based Approach
Approach
Requirements for Organizing Digital Education
Resource-Based
- Digital education requires an electronic information and
learning environment.
- Availability of an internet browser and internet connectivity.
- Availability of high-quality digital learning resources.
- Development of teacher competencies in the field of digital
education.
Students must actively engage with the information
environment during the learning process. It is the
responsibility of teachers, who organize the
educational process and enrich the learning
environment with digital instructional materials, to
provide students with the knowledge and access to this
environment.
CONCLUSION
The digital transformation in education marks a new
stage in the development of teaching and learning
practices that define the trends of the modern
educational process. To further enhance digital
education, a global approach is required
—
one that
takes into account both emerging opportunities and
existing risks.
The successful implementation of digital education’s
core objectives depends not only on individual
educational institutions, teachers, companies, and their
staff, but also on the active participation of students,
parents, and society at large.
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