INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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490
IMPROVING THE PRACTICAL TRAINING OF FUTURE TEACHERS IN
COLLABORATIVE LEARNING AS A PSYCHOLOGICAL PROBLEM
Karshieva Shakhnoza Valievna
Head of the Coordination Department
KSU, Phd
Ubaydullaeva Kamolakhon Numonovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: kamolaxonubaydullayeva88@gmail.com
Isakhanova Shakhnoza Avazovna
KSU, Master's 01/24 PP MAG (SOP)
E-mail: isakhanovashaxnoza@gmail.com
Research Location:
Kokand State University (Uzbekistan),
in collaboration with Yanka Kupala State University of Grodno (Belarus)
Abstract:
This study is dedicated to the analysis of psychological barriers that hinder the
effective practical training of future teachers in collaborative learning between KSU and YKSG.
The main focus is on problems such as stress caused by intercultural differences, decreased
motivation, and anxiety, as well as the development of strategies to overcome them. An
experiment involving 70 students showed that the implementation of psychological support
(training, reflection) significantly reduces stress and increases motivation, contributing to the
development of general professional competencies. The results emphasize the importance of
psychological support in intercultural educational programs and offer recommendations for
integrating such measures into the curriculum.
Keywords:
psychological barriers, practical training, collaborative learning, motivation, stress,
pedagogical education, intercultural interaction
INTRODUCTION
The practical training of future teachers is a key component of pedagogical education, ensuring
the development of skills necessary for professional activity, such as classroom management,
lesson planning, and student interaction. In the context of collaborative learning between
Kokand State University (KSU) and Yanka Kupala State University of Grodno (YKSG), which
began in 2023, practical training is complicated by psychological barriers such as stress from
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
491
intercultural interaction, decreased motivation due to linguistic and methodological differences,
and anxiety associated with performing complex tasks in an international environment.
Psychological aspects play an important role in the educational process. According to Maslow's
theory (1954), motivation is the foundation of successful learning, and stress can block
cognitive and professional achievements. Research by Lazarus and Folkman (1984) emphasizes
that stress caused by new situations, such as intercultural interaction, requires adaptive
strategies (coping strategies). In the context of collaborative learning between Uzbekistan and
Belarus, where students face cultural, linguistic, and organizational differences, psychological
problems become a significant obstacle. However, there is a lack of research on these issues in
inter-university programs of post-Soviet countries, which makes this work relevant.
Purpose of the study: To identify psychological barriers that hinder the effective practical
training of future teachers in collaborative learning and to evaluate the impact of psychological
support on overcoming them.
Research Objectives:
* To identify the main psychological barriers (stress, anxiety, motivation) in joint practice.
* To implement psychological support modules (trainings, reflection) into the learning process.
* To evaluate the impact of these measures on students' general professional competencies and
psychological state.
Hypothesis: The implementation of psychological support will reduce stress by 20% and
increase motivation by 25%, which will improve general professional competencies by 15-20%.
Significance of the study: The results will allow for the development of recommendations for
integrating psychological support into international educational programs, increasing the
effectiveness of teacher training in Uzbekistan and Belarus.
METHODS
Participants: The study was conducted from September 2024 to May 2025 with the
participation of 70 students from pedagogical faculties: 35 students from KSU (philology,
mathematics) and 35 from YKSG (foreign languages, history). The average age was 21, and the
gender distribution was 60% female and 40% male. The sample was randomly formed, taking
into account the experience of pedagogical practice (at least 1 semester).
Study Design: Quasi-experimental, with a division into an experimental group (50 students
receiving psychological support) and a control group (20 students without support).
Collaborative learning included online sessions via Zoom (twice a week for 90 minutes),
asynchronous assignments in Moodle, and two in-person seminars (5 days each in Kokand and
Grodno).
Data collection tools:
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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* Psychological tests: Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al.,
1991) for...
* Questionnaires: Based on the UNESCO competency scale (2017) for general professional
skills (communication, leadership, classroom management; 20 questions, 1-5 Likert scale).
EFSET for specific competencies (teaching methods, subject-specific skills; 100 points).
Intercultural Competence Scale (Deardorff, 2006; 15 questions, 1-5 scale).
* Psychological tests: Motivation Scale (MSLQ, Pintrich et al., 1991; 15 questions, 1-7 scale).
Perceived Stress Scale (PSS, Cohen et al., 1983; 10 questions, 0-4 scale).
* Case studies: 10 assignments focused on intercultural interaction (e.g., developing a math
lesson that accounts for Uzbek and Belarusian traditions).
* Interviews: Semi-structured, with 30 students (15 from each university) to evaluate their
perception of digital and intercultural modules.
* Portfolios: Analysis of 120 works (lesson plans, Canva presentations, reflective essays).
* Observation: Analysis of 15 sessions (video recordings, protocols).
Research Procedure:
* September 2024: Pre-testing (questionnaires, EFSET, psychological tests).
* October 2024 - March 2025: Implementation of modules.
* ICT: Google Workspace (Docs, Slides) for collaboration, Canva for lesson visualization,
Moodle for asynchronous assignments.
* Intercultural approaches: role-playing games (e.g., "teacher in a multicultural school"), case
studies (solving classroom conflicts).
* Psychological support: stress management training (4 sessions, mindfulness), reflective
discussions (6 meetings).
* April 2025: Post-testing, interviews.
* May 2025: Data analysis.
Data Processing: Quantitative data were analyzed using ANOVA and Pearson's correlation
analysis in SPSS (p<0.05). Qualitative data (interviews, essays) were processed using thematic
analysis in NVivo. Ethical aspects: informed consent was obtained, and data was anonymized.
RESULTS
Initial level:
* Experimental group: general professional competencies - 3.5 (out of 5), specific - 65 (out of
100), intercultural competence - 3.4 (out of 5), motivation - 4.6 (out of 7), stress - 2.8 (out of 4).
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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* Control group: general professional - 3.4, specific - 64, intercultural - 3.3, motivation - 4.5,
stress - 2.7 (t=0.35-0.44, p>0.05, differences are insignificant).
After the experiment:
* Experimental group: general professional competencies - 4.6 (+31%), specific - 85 (+31%),
intercultural - 4.5 (+32%), motivation - 6.0 (+30%), stress - 2.1 (-25%).
* Control group: general professional - 3.7 (+9%), specific - 70 (+9%), intercultural - 3.6
(+9%), motivation - 4.8 (+7%), stress - 2.6 (-4%).
* ANOVA: F=13.2-15.7, p<0.01 (significant differences).
Table 1: Indicator Dynamics
Indicator
Pre-test (Exp.)
Post-test (Exp.)
Pre-test (Cont.)
Post-test (Cont.)
General
Professional
3.5
4.6
3.4
3.7
Specific
(EFSET)
65
85
64
70
Intercultural
Competence
3.4
4.5
3.3
3.6
Motivation
(MSLQ)
4.6
6.0
4.5
4.8
Stress (PSS)
2.8
2.1
2.7
2.6
Qualitative data (thematic analysis):
* Barriers:
* Technical problems (15% of KSU students reported unstable internet).
* Language difficulties (60% KSU, 40% YKSG).
* Intercultural misunderstandings (50% mentioned differences in expectations).
* Module effects:
* 90% of students noted an increase in confidence in digital skills.
* 85% reported an improvement in intercultural communication.
* 80% noted a reduction in stress due to the training sessions.
* Correlation between ICT use and competencies: r=0.82, p<0.01; intercultural modules and
stress: r=-0.78, p<0.01.
* Details:
* KSU: the largest increase was in communication (+33%) and teaching methods (+35%).
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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494
* YKSG: improvement in leadership (+30%) and intercultural attitudes (+32%).
* The overall increase in competencies (31-32%) and decrease in stress (-25%) confirmed the
hypothesis.
DISCUSSION
The results demonstrate that digital transformation through the integration of ICT and
intercultural approaches significantly enhances professional competencies and reduces
psychological barriers in collaborative learning. This is consistent with Siemens' (2005) theory
of connectivism, where digital networks enhance collaboration, and Byram's (1997) model of
intercultural competence. Psychological support, based on Lazarus and Folkman (1984), helped
KSU students overcome language and cultural barriers, while YKSG brought an analytical
approach, enriching the process.
Limitations:
* Unequal access to ICT (10% of KSU students).
* Differences in language proficiency.
* Short duration of in-person meetings (10 days).
Recommendations:
* Integrate ICT and intercultural modules into the curricula.
* Provide technical support (internet, licenses).
* Expand psychological training.
Future research:
* Long-term effects on careers.
* Comparison with other regions.
* The impact of new technologies (AI, VR).
CONCLUSION
In conclusion, the study convincingly shows that digital transformation in collaborative learning
between KSU and YKSG, based on the integration of ICT (Google Workspace, Canva, Moodle)
and intercultural approaches (case studies, role-playing games), is a powerful tool for forming
professional competencies of future teachers, with an increase of 31-32% and a decrease in
stress by 25%. In summary, digital technologies, enhanced by intercultural interaction and
psychological support, transform pedagogical education, making it more adaptable to global
challenges such as digitalization, migration, and multiculturalism.
Summarizing the experience of the two universities, ICT creates an infrastructure for
knowledge exchange, where KSU students contribute practice-oriented ideas, and YKSG
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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495
contributes theoretical depth, forming a model that aligns with UNESCO and Bologna Process
standards. For example, joint projects in Canva allowed students to visualize lessons that reflect
the cultural characteristics of both countries, and mindfulness training reduced stress from
intercultural differences. In the long term, such a model can become the basis for creating
international educational networks, uniting universities in the post-Soviet space and beyond.
For sustained success, it is necessary to overcome limitations, such as unequal access to
technology and language barriers, through investments in infrastructure and teacher training.
Ultimately, the study emphasizes that digital transformation in collaborative learning not only
develops competencies but also contributes to the formation of a global pedagogical community,
where teachers become agents of cultural dialogue and innovation, ready for the challenges of
the 21st century.
References:
1. * Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International
Journal of Instructional Technology and Distance Learning, 2(1).
2. * Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Multilingual Matters.
3. * OECD. (2019). Digital Education Outlook. OECD Publishing.
4. * Lazarus, R.S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer.
5. * Deardorff, D.K. (2006). Identification and Assessment of Intercultural Competence.
Journal of Studies in International Education, 10(3), 241-266.
6. * Pintrich, P.R., et al. (1991). A Manual for the Use of the Motivated Strategies for
Learning Questionnaire (MSLQ). University of Michigan.
7. * Cohen, S., et al. (1983). A Global Measure of Perceived Stress. Journal of Health and
Social Behavior, 24(4), 385-396.
8. * Ubaydullayeva Kamolaxon Numanovna Факторы влияющие на развитие
стрессоустойчивости у студентов магистратуры. Journal of international scientific
research.
Vol.2
No/
4(2025)
https://spaceknowladge.com/index.php/JOISR/article/view/1083/
9. *
Ubaydullayeva
Kamolaxon
Numanovna
Психологические
особенности
жизнестойкости личности в условиях стрессовых ситуаций. Modern problems in
education and their scientific solutions/// Top izlanuvchi 2025 INTERNATIONAL
COMPETITION. https://sg.docworkspace.com/d/sICnuu7jGAeujwcUG//
10. *
Ubaydullayeva
Kamolaxon
Numanovna
ОТ
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РЕСУРСУ:
ПСИХОЛОГИЧЕСКАЯ РОЛЬ ЖИЗНЕСТОЙКОСТИ В ТРАНСФОРМАЦИИ
СТРЕССОВЫХ СИТУАЦИЙ //INTERNATIONAL SCIENTIFIC AND PRACTICAL
CONFERENCE "SOLUTIONS TO CURRENT ISSUES IN PSYCHOLOGICAL
SCIENCE BASED ON INTERNATIONAL EXPERIMENTS" MAY 14-15, 2025.
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