INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1547
EFFECTIVE WAYS OF SPIRITUAL AND MORAL EDUCATION BASED ON
SOCIAL PARTNERSHIP IN EXTRACURRICULAR ACTIVITIES
Zhuraev Avazbek Umar ugli
Termez State Pedagogical Institute Preschool and Primary
Faculty of Education Primary Education
Teacher of mathematics and native language department.
Annotation:
This article highlights the theoretical and practical aspects of the effective
organization of the spiritual and moral education of students based on social partnership in
extracurricular activities. The study analyzes the forms of social partnership existing in the
education system of Uzbekistan, ways to achieve educational goals through them. It is
scientifically substantiated that multilateral relations between the family, mahalla, school, non-
governmental non-profit organizations, and cultural and educational institutions serve to
increase the effectiveness of extracurricular activities. The article is based on social
constructivism, the activity approach, and the methodology of systematic analysis. Based on the
results of the experiment, the author reveals the structural model of extracurricular activities,
the level of their educational influence, and their harmony with the social environment. In
conclusion, pedagogical conditions and effective methods for organizing extracurricular
activities based on social partnership are proposed.
keywords:
Spiritual and moral education, extracurricular activities, social partnership, school-
Mahalla-family triad, pedagogical conditions, educational effectiveness, activity approach,
social institutions, moral values, multilateral cooperation, national upbringing, education
system.
INTRODUCTION
The 21st century, marked by the rapid processes of globalization,
informatization, and digital transformation, demands not only technological, but also spiritual
and moral maturity from humanity. The spiritual maturity of society, especially the moral
education of the younger generation, is one of the important factors determining the future of
each nation. Therefore, any education system, along with modern knowledge, considers the
formation of spiritual and moral values in the individual as its priority task. In the Republic of
Uzbekistan, educational documents also emphasize this aspect, and the harmonious formation
of national and universal values in young people is noted as one of the central directions of
educational policy[1].
At the heart of today's reforms is the issue of educating the new generation as a healthy,
educated, strong-willed, patriotic, and at the same time, mature individuals with high moral
qualities. In this regard, President Shavkat Mirziyoyev noted: "As we begin a new stage of
development in our country, we must first of all educate our youth with new thinking. We must
deeply instill in their hearts the ideas of goodness, justice, and loyalty to the Motherland."
The above idea embodies the relevance of youth education, in particular, their spiritual
and moral development. In achieving this goal, school education, especially educational work
carried out from the initial stage, is of decisive importance. However, this process should not be
limited to classroom activities, but should be enriched with extracurricular activities that
prepare students for social life. Because extracurricular activities are an important educational
environment that ensures the student's social activity, independent thinking, and awareness of
their place in society[3].
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1548
From this point of view, extracurricular educational activities should be assessed as one
of the main mechanisms of spiritual and moral education. Through these activities, students
strive to master such moral qualities as independent activity, teamwork, a culture of behavior in
the social environment, love for the Motherland, respect for the family, obedience to elders,
honesty, diligence, conscientiousness. This process is effectively implemented through the
student's direct interaction with surrounding social institutions - family, neighborhood, school,
NGOs, religious and educational institutions[4].
The term "social cooperation" is a multifaceted concept in pedagogy, which is often
interpreted in the context of the socialization of the student's personality, their interaction with
the community, and their interaction with social institutions. In educational activities carried out
at school, social cooperation is important not only as organizational support, but also as a
means of enriching the content of education and upbringing, bringing it closer to social-real
life[5]. This makes the role of extracurricular activities, organized on the basis of social
cooperation, in spiritual and moral education even more relevant.
The organization of educational activities based on social cooperation, on the one hand,
ensures the social orientation of education, and on the other hand, requires a multifaceted
approach to this activity. That is, extracurricular activities should be organized not only within
the framework of the school, but also in cooperation with families, mahallas, libraries,
museums, art centers, theaters, and the media. Such an approach leads to a qualitative
improvement in upbringing. Because the student has the opportunity to test their social status in
an environment close to real life, to think on the basis of moral criteria[6].
The "School - Mahalla - Family" cooperation program, developed by the Ministry of
Public Education of the Republic of Uzbekistan, was formed on the basis of the aforementioned
integrated approach. It defines specific measures for enriching the spiritual world of students,
ensuring their moral development, and meaningfully organizing their free time through
extracurricular activities. At the same time, this program reveals the necessity of social
cooperation in coordinating the upbringing of students[7].
Also, in national pedagogy, such thinkers as Abdurauf Fitrat, Mahmudhoja Behbudi,
Abdulla Avloni, in their works, assessed spiritual and moral education as a factor in the
development of society. In particular, in his work "Turkic Gulistan or Ethics," Avloni
emphasized the decisive role of the social environment and relationships in society in the
formation of moral qualities[8]. This idea has not lost its relevance even today and shows the
need to instill national values in the hearts of young people through extracurricular activities, to
ensure social harmony among them.
In the context of increasing external factors (media, internet, social networks, advertising,
etc.), there is a risk of damage to spiritual and moral values. Especially among young people,
the desire for an easy life, indifference to spiritual values, and irresponsibility towards oneself,
family, and society are increasing. In such conditions, the education system, especially the
school institution, must rationally use its educational potential. From this point of view,
extracurricular activities should be considered as an important tool for strengthening moral and
ethical immunity[9].
The psychological characteristics of primary school students are characterized by their
impressionability, tendency to imitate, aesthetic sensitivity, and a high level of emotional
perception. Therefore, it is advisable to organize educational activities at this age based on a
social information environment and convey them to their consciousness in effective and
impactful ways. It is extracurricular activities that provide this opportunity and have a complex
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1549
impact on the student's thinking, feelings, and behavior in an environment of social
cooperation[10].
Thus, the relevance of the article lies in the fact that it analyzes spiritual and moral
education in integration with the idea of social cooperation, which occupies a leading place in
modern pedagogy. In this case, the possibilities, methods, forms of extracurricular activities, the
functions of participating institutions, and their interrelationships are scientifically and
methodologically substantiated.
This article focuses on the following issues:
- the role of extracurricular activities in spiritual and moral education;
- the essence and pedagogical conditions of social cooperation;
- mechanisms of interaction between social institutions;
- methodological ways and innovative forms of extracurricular activities;
- analysis of effectiveness based on national and international experience.
METHODS (METHODOLOGY)
The methodological basis of this study is based on
pedagogical analysis, the concept of educational systems, social pedagogy, the activity
approach, and the theory of social constructivism. With the help of these methodologies, an in-
depth analysis of the effective organization of spiritual and moral education in extracurricular
activities and the role of social cooperation in this process is carried out.
First of all, the theoretical basis of the research is the
social constructivism
approach.
According to this approach, the student does not simply receive knowledge and values in a
ready-made form, but independently forms them in a social environment, based on active
communication, observation, and experience. This is reflected in the socio-psychological
theories developed by Lev Vygotsky[1] and Jerome Bruner[2]. Therefore, in extracurricular
activities, the student's direct interaction with the surrounding social environment and the
assimilation of moral criteria through it is considered natural and effective.
Also, the second main research approach is the
activity approach
, which was
substantiated by such scientists as A.N. Leontiev, S.L. Rubinstein[3]. According to this
approach, upbringing is not just teaching, but the process of forming a personality through
conscious activity. Extracurricular activities, as a field of activity, allow the student to actively
participate, gain experience, and draw independent conclusions. Through this, they learn to
make ethical decisions in real-life situations.
The general classification of the methods used in the study is as follows:
Theoretical analysis methods:
- study and analysis of existing scientific and theoretical sources (monographs, articles,
legislative acts);
- comparative study of advanced foreign and domestic experience;
- structural analysis of didactic models.
Empirical methods:
- observation (monitoring the participation of students in extracurricular activities);
- conversation (semi-structured conversations with teachers, psychologists, parents, and
students);
- questionnaire (determination of the level of moral values of students through diagnostic
questionnaires);
- experiment (determining effectiveness based on pedagogical experiments).
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1550
Analytics & Content Analysis:
- generalization, analysis, and graphical representation of the collected data;
- thematic and content analysis of written and oral statements.
The object of the research was the extracurricular educational activity carried out
in
general secondary educational institutions.
The subject is the study of effective methods for
the formation of spiritual and moral education based on social cooperation.
The subjects of
the study were primary and middle school students, their parents, class teachers, social
pedagogues, mahalla officials, and psychologists.
6 general education schools of Surkhandarya, Tashkent, and Fergana regions were
selected as the study area. Based on real observations, the organization of extracurricular
activities in these schools, the level of social cooperation in them, and the criteria for their
effectiveness were studied.
Based on the methodological basis of the research, the following stages were carried out:
1st stage: Theoretical preparation (literature analysis):At
this stage, scientific
literature, articles, practical manuals, national and foreign documents on the topic were studied.
In particular, the works of such authors as Avloni, Muminova, Yuldashev, Makhmudov,
Khasanov became the main theoretical source.
Stage 2: Diagnostics (questionnaires and interviews):Diagnostic
questionnaires were
conducted among students (N=120), teachers (N=30), and parents (N=45). The questionnaire
questions were focused on students' moral values (responsibility, honesty, respect, assistance,
fairness, patience) and were assessed based on the Likert scale.
Stage
3: Experiment:Two control groups and one experimental group were formed. In the
experimental group, extracurricular activities based on social partnership were conducted, and
the development of moral qualities was studied through pre- and post-diagnostics.
Step 4: Analysis of the results:
The collected numerical data were analyzed using the
SPSS statistical program. Through content analysis, a semantic analysis of open opinions of
students and parents was conducted. Photos and videos of the events were visually analyzed.
Advantages of methodological approaches:
These approaches simultaneously provide
the following advantages: - Provides a comprehensive, systematic approach to research; - Based
on real school life, practical decisions based on evidence are made; - Effectiveness is assessed
in a state of integration with social institutions; - Subjective (interview, conversation) and
objective (observation, testing) methods are used together.
Ethical Approach:
During the study, confidentiality, voluntariness, and ethical standards
were observed with all participants. Surveys and interviews were conducted on the basis of
verbal consent. Unable to disclose personal data of students and parents.
Restrictions:
The study was conducted only on the example of schools in some regions and does not fully
cover the situation at the national level. Extracurricular activities also depend on the variability
of curricula and the state of social partnership, which can affect outcomes.
RESULTS (ANALYSIS AND RESULTS)
As a result of theoretical analysis, empirical
observations, surveys, and experiments conducted within the framework of this study, a number
of important scientific and practical conclusions were identified regarding the formation of
spiritual and moral education based on social cooperation in extracurricular activities. Below is
an analytical review of these results.
At the first stage of the study, the degree to which students have mastered spiritual and
moral values, their connection with social institutions, their participation in extracurricular
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1551
activities, and the quality of this participation were studied. Observations have shown that if
extracurricular activities in school are organized on the basis of social partnership, students will
have a much higher sense of personal responsibility, a culture of self-control, and teamwork
skills[1].
Questionnaire
results:The survey involved 120 students from 6 schools, 45 parents, and
30 teachers. Students were given a Likert scale test consisting of 12 questions. The test asked
for responses to moral statements such as "I consider it important to help others," "Doing good
is my duty," "My parents and mentors are teaching me to be an exemplary person."
The results of the answers are as follows:
- 78% of students noted that they considered such qualities as help, honesty, friendship,
and responsibility to be important;
- 62% of students expressed a positive impression of the interaction of parents and
teachers;
- Although 34% of students admitted to actively participating in extracurricular activities,
these activities were often assessed as formal or boring;
- 19% of students reported participating in events held in cooperation with the mahalla
and other social institutions.
These figures show that elements of social partnership are present in extracurricular
activities, but they are not sufficiently systematic. This does not have a full impact on the
formation of moral values in students.
Interview analysis:In
conversations with parents, in most cases, their activity is
underestimated by the school. However, parents admitted that schools were passively involving
them in events. At the same time, a lack of a mutually trusting environment within the "school-
mahalla-family" triad and a weak exchange of information were identified. Teachers have cited
bureaucratic documentation and lack of time as the main obstacles in this regard.
Results of the experiment:
Extracurricular activities in the experimental schools were
conducted on the basis of social partnership for 3 months. They are grouped as follows:
-
"Exemplary mahalla"
project (students met with mahalla elders, got acquainted with
their life experience);
-
"Open Doors Day"
(trainings on communication with children were conducted for
parents in cooperation with parents and school psychologists);
-
"Moral lessons"
(conversations on goodness, patience, kindness, honesty were held
with the participation of the local imam-khatib and mahalla activists);
-
The "My Love - My Neighborhood" campaign
(students carried out work on
improving the territory of the mahalla, helping lonely elderly people).
Before and after the experiment, students were tested on moral values. Their results are as
follows:
- The number of people who rated the value of "helping" as "important" increased from
54% to 82% in 3 months;
- The number of people who expressed a positive opinion about "loyalty to the
Motherland" increased from 61% to 89%;
- Those who expressed a conscious understanding of the "sacredness of the family"
increased from 47% to 76%.
These indicators show that when extracurricular activities are organized on the basis of
social cooperation, significant changes occur in the moral consciousness of students. These
changes were recognized as significant at a significance level of p<0.05 in statistical analysis[3].
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1552
Observation results:
In the observation of practical activities, it was possible to
determine:
- in schools limited to simple official events, students showed low interest, they participated
passively;
- At events with the participation of the mahalla, family, and NGOs, students showed more
excitement, active communication, initiative, and a creative approach;
- only events in the form of lectures were less effective; conversely, those conducted in the
form of interactive, role-playing games, conversations, and team projects were more effective.
Conclusion based on the resulting model:
Based on these observations and analyses,
the results were systematized based on the following
functional-structural model:
1.
Content component:
Events should reflect national and universal values and be close
to students' life experiences.
2.
Organizational component:
Events should be organized in cooperation with schools,
families, mahallas, NGOs, and religious and educational institutions.
3.
Methodological component:
The use of interactive methods, dramatization, team
projects, and problem-based learning in the activity proved effective.
4.
Motivational component:
When the student's inner passion, independent thinking,
and creative approach are encouraged, moral and ethical results are strengthened.
5.
External Relations Component:
With the active participation of social partners, the
events will become more lively, and the educational impact will be enhanced.
Summary:
- Extracurricular activities organized on the basis of social partnership can
become the main means of spiritual and moral education; - Moral values are formed more
deeply in students, their responsibility in society increases; - If the "school-mahalla-family"
triad works actively, the effectiveness will increase; - The formation of a single "educational
field" strengthens the moral immunity of the younger generation.
DISCUSSION (DISCUSSION)
A deep analysis of the research results clearly showed
that social partnership is an important strategic tool in the formation of spiritual and moral
values in students through extracurricular activities. This conclusion is discussed in direct
connection with international and national pedagogical experience, existing theoretical
approaches.
First of all, the concept of spiritual and moral education was formed as a multifactorial
pedagogical process. A. Avloniy did not say in vain that "Education for us is a matter of either
life or death, salvation or destruction"[1]. The result of upbringing is reflected in the student's
personal and social consciousness. However, it is difficult for this process to achieve full
effectiveness without strong social support. Extracurricular activities provide an opportunity for
the student to express themselves, develop personal values, and understand their place in
society.
Comparison with international experience:In
the experience of Western Europe and
Scandinavian countries, the educational process is considered as a constant integration of
society and school. For example, in the Finnish education system, students are encouraged to
participate not only in school but also in public activities, environmental projects, and cultural
events. Such approaches shape civic consciousness, social responsibility, and moral views in
the younger generation[2]. The results of our research also showed that activities organized on
the basis of social partnership lead to a significant increase in the spiritual development of the
student.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1553
The reforms being carried out in Uzbekistan's schools are also aimed precisely in this
direction. Through the "School - Neighborhood - Family" triad and the "Comprehensive
Program of Measures to Enhance the Spirituality of Youth," close integration of the school with
social institutions has been established[3]. However, in practice, this system often remains at
the level of formality. The study revealed that the majority of students do not actively
participate in extracurricular activities, and their parents attend only when called. This, in many
cases, leads to a weakening of the educational influence.
The Role of Activity in Personality Development:
The activity approach is a
fundamental principle in pedagogy that shapes personality. According to A.N. Leontyev,
human activity is not only a set of actions, but also a source of personal spiritual growth, self-
awareness[4]. From this perspective, students' participation in extracurricular activities serves
as an important tool in shaping their personal thinking and moral position.
Also, if the social component of this activity is strong (i.e., if the family, mahalla, public
organizations participate), it automatically connects the student to society, awakens in him a
sense of social responsibility. The high level of attitude of students in the experimental group
towards such qualities as honesty, integrity, assistance, and friendship during the study also
proves this point.
Effectiveness of interactive
forms:Analysis of the methodological forms used in the
events is also important in the discussion process. Unlike classical lecture or teacher-centered
events, interactive methods (problem situation, role-playing, "quiet mirror," "moral trial," etc.)
helped students think independently, develop a culture of communication, and consciously
understand values. Through these methods, the student became an active subject, escaping the
position of a passive listener and freely expressing their opinion. This circumstance reaffirms
Bruner's ideas in social constructivism theory - "knowledge should not be presented ready-
made, it is discovered by the student through his own activity"[5].
Lack of activity from the mahalla and parents:Practical
observations have shown that
the effectiveness of extracurricular activities largely depends on the level of social partnership.
Often, only teachers are involved in large-scale events organized at schools, while the activity
of the mahalla and families is weak. This situation leads to the formation in parents of a passive
position "I am not responsible" for the upbringing at school. On the contrary, in the
experimental groups, at events involving parents, mahalla elders, representatives of religious
and educational organizations, students experienced increased motivation, active participation,
respect, and a sense of responsibility[6].
Also, if parents themselves are not mature in moral culture, the educational influence in
school will be limited. Therefore, the discussion puts forward the need to create a system of
educational seminars and psychological trainings for parents by the school. Otherwise, the
values given at school are denied in the family environment, and a state of internal
contradiction of the student may arise.
Development of the concept of education in Uzbekistan:
Special attention is paid to the
unity of education and upbringing within the framework of the New Uzbekistan Development
Strategy. In this regard, the Address of the President of the Republic of Uzbekistan dated
January 28, 2022 "Building a New Uzbekistan - Our Noble and Glorious Work" serves as an
important basis[7]. It emphasizes the need to organize the upbringing of the younger generation
within the framework of social partnership and involve everyone in this process. Our research
also yielded results in accordance with these strategic principles.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1554
Features of the national
mentality:Another aspect that should be paid attention to in the
discussion process is the tradition of collectivism and collectivism in the Uzbek mentality. Such
characteristics as neighborhood, kinship, relationships with relatives, and the formation of
minors under the influence of adults also directly affect the pedagogical process. These mental
foundations can be transformed into pedagogical power in a positive direction. That is, building
extracurricular activities based on the socio-spiritual characteristics of the Uzbek people will
increase effectiveness.
Harmonization of results with theories:
Comparing the research results with the socio-
psychological theories of such psychologists and educators as Vygotsky, Bruner, Leontyev, the
following conclusions can be drawn: - In the conditions of social environment, communication,
cooperation, the moral consciousness of the student is formed faster; - Knowledge and values
are stable when they are discovered not under external influence, but through the student's own
activity and experience; - For the upbringing of an individual, it is necessary to involve them in
constant activity, to learn the skills of behavior in society[8].
CNCLUSION (CONCLUSIONS AND PROPOSALS)
Through this study, ways of
effectively organizing the spiritual and moral education of students based on social partnership
in extracurricular activities were deeply analyzed. Based on theoretical analysis, empirical
observations, diagnostic tests, interviews, and pedagogical experiments, the following main
conclusions were reached:
Summary:
1.
Extracurricular activities - an important means of spiritual and moral education
.
They involve students in direct communication with society, creating the opportunity to form
values through practical activity. These activities are distinguished by their proximity to social
reality compared to classroom activities.
2.
Social cooperation is an indicator of the quality of upbringing.
Events organized on
the basis of the school-mahalla-family triad play an invaluable role in the formation of such
moral qualities of students as personal responsibility, honesty, respect, kindness, and patience.
Events without social connections often take on a formal character and cannot deeply influence
the reader's consciousness.
3.
An activity-based approach plays an important role in the formation of students'
moral consciousness.
In extracurricular activities, the student acts as an active subject: makes a
moral choice, assesses the consequences of their actions, expresses opinions in discussions, and
understands their place in the team.
4.
The methodological form of activities determines effectiveness.
Interactive methods
- role-playing, problem situations, "moral judgment," stage performances, project work - serve
the conscious perception of moral criteria by students. Activities conducted in the form of
simple lectures create passive listening.
5.
The results of the experiments showed
that the organization of extracurricular
activities based on social partnership leads to a significant improvement in the development of
students' moral qualities. The short-term experience also increased students' conscious attitude
towards values.
6.
Low activity of the mahalla and parents limits the effectiveness of upbringing.
Special methods and mechanisms should be developed to involve them in the educational
process as conscious, responsible, and active participants.
Suggestions:
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1555
1.
Develop a special program for organizing extracurricular activities in each school
based on social partnership.
This program should clearly define a cooperation plan with the
mahalla, family, NGOs, cultural and educational institutions.
2.
To actively involve parents in educational activities, launch regular projects such
as "Open Doors Day," "Family and School - Towards a Common Goal."
This allows
parents to delve deeper into school life.
3.
District departments of public education coordinate the establishment of real
practical cooperation with the mahalla and other social institutions.
They create a system
for information exchange, joint activities, and resources between the mahalla, school, library,
museum, theater, mosque, and social service organizations.
4.
Methodological manuals should be prepared for elementary school students,
including scripts, didactic games, and staged performances related to moral education.
This will enrich the content of extracurricular activities.
5.
Introduce separate modules on the "Methodology for Organizing Extracurricular
Education Based on Social Partnership" in professional development courses for teachers.
Form an innovative approach in them through practical classes.
6.
Implement a monitoring and evaluation system at school events.
This will measure
effectiveness through surveys involving students, parents, and social partners, as well as
through evaluation criteria.
7.
Use modern communication tools in educational activities.
That is, a new format of
effective environment will be created through online parent meetings via Telegram, Zoom,
WhatsApp, and posting content on moral topics on social media pages.
REFERENCES:
1. (Registered in accordance with GOST 7.1-2003)
2. Avloniy A. Turkic Gulistan or Ethics. - T.: Teacher, 1992. - 190 p.
3. Bruner J. The Culture of Education. Harvard University Press, 1996. - 256 p.
4. Ergashev A.A. Effectiveness of educational work in primary education. - Тошкент, 2021. -
168 p.
5. Hasanov B.A. Social Pedagogy. - Тошкент, 2020. - 272 p.
6. Karimov I.A. High Spirituality - Invincible Force. - T.: Ma'naviyat, 2008. - 176 p.
7. Leontyev A.N. Activity. Consciousness. Personality. - Moscow: Politizdat, 1975. - 304 p.
8. Mirziyoyev Sh.M. New Uzbekistan Strategy. - T.: Uzbekistan, 2022. - 480 p.
9. Muminova Z.T. Spiritual Education: Theoretical Foundations and Development Prospects. -
Тошкент, 2020. - 256 p.
10. Niemi H. et al. The Finnish Education System and PISA. - Тошкент: ЎзМУ илмий-
амалий анжумани, 2012. - 300 p.
11. Resolution of the President of the Republic of Uzbekistan: On the Fundamental
Improvement of Spiritual and Educational Work, No. PP-6169. - T.: Adolat, 2021.
12. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan: "Program of
Comprehensive Measures to Enhance the Spirituality of Youth and Organize Their
Meaningful Leisure Activities", June 4, 2021, No. 348
13. Sharipova Z.A. Methodology for Organizing Extracurricular Educational Work. - Тошкент,
2020. - 144 p.
