European International Journal of Pedagogics
38
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
38-40
DOI
OPEN ACCESS
SUBMITED
18 February 2025
ACCEPTED
16 March 2025
PUBLISHED
17 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.
Transformation of
Educational System of
Uzbekistan: Sel
Methodology
Khakimova B.M.
Senior Research Fellow of the Qori Niyoziy National Institute of pedagogy
and character education, Uzbekistan
Abstract:
The article explores recent transformations
within Uzbekistan's educational system, aimed at
enhancing educational quality through innovative
technologies and modern teaching methodologies. Key
trends include the digitization of education,
personalized learning, STEM education, and the
cultivation of students' critical thinking. Particular
emphasis is placed on implementing Social-Emotional
Learning (SEL), which focuses on developing students'
emotional intelligence and social competencies.
Challenges related to SEL's practical application and the
importance of teacher professional development are
discussed. The article emphasizes the need for adapting
international practices and methodologies to the
specific national and educational contexts of
Uzbekistan.
Keywords:
Education in Uzbekistan, digitization,
personalized learning, STEM education, social-
emotional learning (SEL), emotional intelligence, critical
thinking, professional development of teachers,
educational innovations, teaching methodologies.
Introduction:
The education system in Uzbekistan is
undergoing an active phase of transformations aimed at
improving the quality of knowledge, introducing
modern educational standards, and enhancing the role
of innovative technologies. In recent years, the republic
has focused on implementing new methods that meet
the challenges of globalization and the modern labor
market.
One of the most important trends is the digitalization of
the educational process. The introduction of digital
technologies allows increasing the interactivity of
lessons, improving the accessibility of educational
materials, and ensuring the flexibility of the educational
European International Journal of Pedagogics
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European International Journal of Pedagogics
process. Electronic platforms, online courses, and
virtual classrooms are being actively implemented in
schools and universities, allowing students to study
subjects remotely and at their convenience.
Another key trend is personalized learning. This
approach is based on an individual approach to each
student, taking into account their abilities, interests,
and knowledge level. Personalization helps to identify
the potential of each student and effectively develop
their skills. Teachers in Uzbekistan are increasingly
using methods such as project-based learning,
mentoring, and differentiated assignments.
The STEM methodology (Science, Technology,
Engineering, Mathematics) is actively developing. This
approach aims to integrate knowledge in natural
sciences, technology, engineering, and mathematics.
Specialized STEM centers, laboratories, and clubs are
emerging in schools and universities where students
can engage in research activities and create their own
innovative projects.
In addition, great attention is paid to the development
of students' critical thinking and creativity. Teachers
implement
problem-based
learning
methods,
discussion platforms, debates, case methods, and
group projects that contribute to the formation of
analytical and communicative skills.
One of the latest know-how in Uzbekistan's education
system is the introduction of SEL methodology into
school curricula. Although this methodology was
partially tested back in 2017, a new turn in applying
this particular methodology began to be widely used
after Presidential Decree No. 232 dated June 21, 2024,
"On the Establishment of the Qori Niyoziy National
Institute of Educational Pedagogy."
SEL (Socio-Emotional Learning) is a methodology
focused
on
teaching
social
and
emotional
competencies that should enhance the student's
overall productivity. SEL relies on the concept of
emotional intelligence, taking into account basic
pedagogical concepts. Everything sounds very serious
and engaging for those who follow trends and love to
introduce something new into their learning process.
SEL has every chance of becoming a new trendy
educational trend.
As well as "4 Competencies of the 21st Century," SEL is
originally from the USA. According to the official
resource of this methodology, a group began working
on the socio-emotional direction in the USA in 1994. In
1997, the development of the theory was completed
and a book was published. Since then, emotional
intelligence has become significantly more popular,
and as a result, socio-emotional learning has seeped
into education.
Based on SEL 5 competencies:
- self-awareness (learning to recognize your emotions
and understand how they affect behavior)
- self-control (learning to control one's emotions and
thoughts)
- social awareness (the ability to put oneself in the place
of another person, including a person from another
culture; to use empathy and ethics while being in
society)
- Responsible decision-making (the ability to make a
positive and constructive choice based on social and
individual factors)
- relationships with society (the ability to communicate
and understand other people)
SEL is the foundation of the CASEL strategy, which
means that socio-emotional learning is disseminated as
an idea that should become a priority in classrooms,
schools, families, and communities. You can see all this
in the program document of the initiative.
In 2020, SEL added the idea of equality and perfection
for all segments of the population (especially those
usually marginalized) at the school-family-community
levels to their socio-emotional theory. According to this,
we need to make additional emphasis on how we can all
learn from each other to create comfortable schools and
communities. The latest edition also emphasizes the
importance of working with stereotypes and prejudices,
being able to assess social norms and inequalities, and
striving to promote the well-being of society.
Judging by the fact that SEL was developed in America
for citizens of this country and their national
characteristics, it is clear that they need it first and
foremost.
We, who are interested in education and trends, can
draw ideas from SEL for our programs, which can then
be adapted based on our country, school, class, and
students.
The SEL concept itself is not fundamentally new to
Uzbek pedagogy.
For example, classical spiritual and moral education in
Soviet schools relied on the ideas of cultivating a moral
appearance (kindness, patience, gentleness, and
meekness), as well as a moral position and behavior
(manifestation of spiritual prudence, good will).
The renowned educator Shalva Amonoshvili began
working on a humanistic pedagogy back in the 1980s,
based on the principles of love and the humanization of
the space surrounding the child. And at the beginning of
the 90s, Alexey Bodalev, Zoya Malkova, and Lidiya
Novikova proposed combining humanistic education
with social orientation. Within the framework of their
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European International Journal of Pedagogics
concept, the student should become acquainted with
the accepted system of values in the country, increase
their creative potential; they should develop a sense of
freedom, respect for the rules of living together. The
authors also envisioned the pursuit of developing
objective self-esteem and fostering a positive attitude
towards work as part of their strategy. Such a
comprehensive approach ensures not only work with
emotions and one's position in society, but also adds
more advanced concepts: freedom, labor, respect.
Another example is the updated Concept for the
Development of the Public Education System of the
Republic of Uzbekistan until 2030. Similar ideas are
also embedded there. For example, the 3rd chapter is
devoted to the spiritual and moral development and
upbringing of psychological culture, the need for
development and self-development. If you carefully
read the text of the concept, you can trace not only
ideas that resonate with SEL, but even more
conceptual ones. For example: the teacher should
provide pedagogical support to the student in matters
of spiritual and moral self-improvement. If the teacher
implements this program in practice, then it helps to
create a truly comprehensively developed and
harmonious personality.
As mentioned above, SEL ideas repeat long-known
theories and concepts, but despite this, there is
something worth noting here. Teaching a student to
analyze their emotions is an important point that is not
considered separately. We everywhere talk about the
need to nurture a personality that is in harmony with
both oneself and society, but we do not say that one of
the separate tasks on the way to this goal is precisely
related to teaching how to work with one's emotions.
Therefore, it makes sense to take several points out of
the SEL as separate tasks in the educational process. Of
course, after this, several questions immediately arise.
First: how to do this in practice? Currently, there are
far more conversations than specific practical tasks
that are adapted for students and would yield high
results.
Second: can the teachers themselves do this? The
point is that teaching to understand one's emotions
and what lies behind them, to teach to correct one's
emotional states and beliefs related to them - can only
be done by one who knows how to do this himself.
How many such people are there? In this regard, the
professional development of teachers is becoming no
less
important.
Trainings
and
professional
development courses are organized for teachers,
where they master new teaching methods, become
familiar with global educational practices, and master
skills in working with innovative technologies.
Thus, new trends and teaching methods in Uzbekistan
contribute to the formation of a modern educational
space that meets international standards and effectively
prepares young people for tomorrow's challenges, while
the implementation of SEL methods will help us nurture
an individual who is in harmony with both themselves
and society.
REFERENCES
Resolution of the President of the Republic of
Uzbekistan No. 232 dated June 21, 2024 "On the
Establishment of the Qori Niyoziy National Institute of
Educational Pedagogy."
CASEL (Collaborative for Academic, Social, and
Emotional Learning). Official website: https://casel.org
Concept for the Development of the Public Education
System of the Republic of Uzbekistan until 2030.
Amonoshvili Sh.A. "Human Pedagogy" 1980.
Bodalev A.A., Malkova Z.A., Novikova L.I. "Humanistic
education with social orientation" 1990
