INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1827
ACTUALITY OF INNOVATION TECHNOLOGIES IN MODERN
EDUCATIONAL SYSTEM
Khudaykulova Feruza Kholovna
Senior Lecturer, Department of Modern Russian Language,
Uzbek State University of World Languages,
Tashkent, Uzbekistan
Morozova Irina Georgievna
Senior Lecturer, Department of Modern Russian Language,
Uzbek State University of World Languages,
Tashkent, Uzbekistan
Abstract:
The article under consideration underscores the significance of innovative
pedagogical technologies within the contemporary educational framework. The objectives
and tasks of innovative pedagogical practices are delineated, and a range of methods and
techniques employed by innovative technologies are identified as the most efficacious in the
context of Russian language instruction. Additionally, the significance of a personality-
oriented approach in teaching is underscored.
Key words:
innovative technologies, information and communication technologies, key
competences, personality-oriented learning, methods and techniques of teaching, project
method, integrated classes, non-traditional forms of independent work.
In contemporary society, it has become imperative for educators to acquire proficiency in and
utilise innovative technologies and novel pedagogical approaches in order to effectively
instruct students. Contemporary educators are no longer faced with the following questions:
"How to make the lesson interesting and engaging using new methods?" or "How to captivate
students with their subject?" The primary objective of education is not merely the acquisition
of a specific div of knowledge, skills and abilities by the student, but rather the cultivation
of a young individual as an autonomous agent of educational praxis. The modern approach to
education is predicated on the activity of students, directed by the teacher. The overarching
objectives of contemporary education, underpinned by the implementation of innovative
approaches within the educational framework of independent Uzbekistan, are inherently
aligned with this fundamental goal: the cultivation of a creative and proactive personality,
equipped with the capacity and inclination to autonomously pursue and enhance their
learning and development.In the contemporary societal context, it becomes imperative for
educators to acquire and employ innovative technologies and novel instructional
methodologies in their pedagogical practice. Contemporary educators are expected to address
the following questions: "How to make the lesson interesting and engaging using new
methods?", "How to captivate students with their subject?" The fundamental objective of
education is not merely the acquisition of a specific div of knowledge, skills and abilities by
the student, but the cultivation of a young individual as an autonomous agent of educational
activity. The modern approach to education is predicated on the activity of students, directed
by the teacher. The overarching objectives of contemporary education, informed by the
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1828
implementation of innovative approaches within the educational framework of independent
Uzbekistan, are aligned with this fundamental goal: the cultivation of a creative and proactive
personality, equipped with the capacity and motivation to learn and evolve independently.
The following are the most common innovative directions in the educational process:
- information and communication technologies;
- personality-oriented learning;
- project and research activities;
- game technologies.
Information and Communication Technologies. This technology entails the integration of
teaching various disciplines with informatics, as well as the computerisation of assessment
and communication in general. The integration of the computer into the educational process
enables its utilisation at any stage of the curriculum. Students are instructed in the use of
fundamental software applications and are furnished with electronic textbooks and manuals
to facilitate their understanding of the subject matter. The utilisation of a computer and a
projector enables the teacher to present the material. Presentations, diagrams, audio and video
files help students understand the topic. Creating slides and diagrams helps structure
knowledge and memorise new material.
The advent of computing technology, the Internet, and bespoke software has rendered
distance education, virtual field trips, web-based conferences, and remote consultations a
viable prospect.
It is imperative to instruct students in the appropriate utilisation of the Internet, search
engines and social networks. When utilised effectively, these digital tools can serve as a vast
repository of information and facilitate seamless communication between students and
instructors.
The creation of a teacher's personal website has become increasingly prevalent, enabling the
dissemination of educational materials such as books, textbooks, articles, and audio and video
resources. This approach facilitates remote answering of students' queries, fostering a
dynamic and interactive learning environment.
The adoption of a personality-oriented pedagogical approach is also recommended. The
application of innovative technologies is most effective when combined with a personality-
oriented approach to learning, as well as with efforts to identify ways to unlock the creative
potential of the student. In this paradigm, the student is recognised as the primary agent in the
educational process. The objective is to cultivate the student's personality, taking into account
their unique qualities. Consequently, the responsibility for adapting to the educational system
and style of the teacher does not lie with the students; rather, the teacher, leveraging their
skills and knowledge, organises training according to the distinctive characteristics of the
groups.
In order to fulfil this role effectively, it is essential for the teacher to possess a comprehensive
understanding of the psychological, emotional and cognitive characteristics of the student
group. Utilising this understanding, the teacher formulates lesson plans, selects methods, and
determines the most effective ways to present the material. It is imperative to stimulate
students' interest in the subject matter, fostering a collaborative environment in which the
teacher functions less as a leader and more as a partner and advisor.
Project and research activities. The overarching objective is to cultivate the capacity for
autonomous and innovative data exploration, the formulation and resolution of problems, and
the utilisation of information from diverse domains of knowledge. The educator's role entails
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1829
fostering students' enthusiasm for the pursuit of knowledge and establishing an environment
conducive to its actualisation.
Collaborative projects foster the development of communication skills, the capacity to
identify solutions to problems, and the ability to engage with others' perspectives, offering
constructive feedback and adapting to criticism.
The application of this technology fosters the ability to understand the world, analyse facts,
and draw conclusions.
Game technology. The value of game technology lies in its capacity to function as a form of
recreation that also serves an educational purpose, thereby stimulating creativity, self-
expression, and the fulfilment of personal aspirations. It is noteworthy that this technology is
particularly well-suited for novices, as it aligns with their developmental needs.
The following can be attributed to the main objectives of modern innovative educational
technologies:
- development of intellectual, communicative, linguistic and creative abilities of students;-
formation of key competences (social-adaptive (civil), information-technological, general
cultural, speech, personal, educational-cognitive);- development of abilities and skills that
influence the educational-cognitive activity and transition to the level of productive
creativity;- formation of fundamental knowledge in the learning youth, which will allow them
in the future to obtain new knowledge and raiseThese goals define the objectives of
innovative teaching:
The following elements are to be considered in order to optimise the educational process:
- the creation of an environment of optimal cooperation between teacher and students;
- the development of long-term positive motivation for learning and self-learning;
- the careful selection of material and ways of its presentation.
Innovative technologies in the education system are represented by a complex of three
elements:
1. The content that is transferred to students. The purpose of this content is to cultivate
competencies that are commensurate with the contemporary world. This content must be
meticulously structured, elegantly presented in multimedia format, and communicated
through contemporary channels.
2. The pedagogical approach must prioritise active student engagement. The passive
reception of knowledge is to be eschewed, and the active participation of students is to be
encouraged.
3. Means of learning, including information, technological, organisational and
communication components.
The contemporary innovative approach to teaching is predicated on the following
technologies:
These include the technology of critical thinking development through reading and writing,
the technology of developmental learning, the technology of problem-based learning, the
technology of project method, and information technology, amongst others.
The integration of these technologies within the classroom milieu confers a multitude of
advantages. The learning process becomes more engaging for students, thereby increasing
their level of activity and cultivating their ability to independently acquire knowledge
through interaction and search. The quality of the knowledge acquired is enhanced, research
skills and abilities are developed, and analytical abilities are formed. Concurrently, the
learning process fosters the development of communicative and leadership qualities of
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1830
personality. When employing innovative technologies in the instruction of Russian language,
the following pedagogical approaches and techniques are recommended for implementation
in instructional settings:
1) Associative series;
2) Didactic games;
3) Brainstorming;
4) Group discussion;
5) Essays;
6) Key terms;
7) Mixed up logical chains;
8) Work with tests;
9) Search tasks;
10) Non-traditional forms of independent assignment;
11) Case study method.
The project method is another promising approach, as it has been shown to effectively
develop critical thinking and research abilities in the audience, as well as to activate their
creative activity and media competence.
For educational projects, the following aspects are of particular importance:
1) the purpose of the research, practical or creative activity must be clearly defined;
2) the problem arising in the course of the research or a specially created problem situation
must be identified;
3) a hypothesis related to the way or ways of solving this problem must be put forward;
4) specific objectives of the project must be formulated, and mechanisms for collecting and
processing the necessary data and analysing the results obtained must be defined;
5) based on these objectives, a clear plan for the project must be drawn up.
The development of cognitive activity is promoted by non-traditional classes, which help to
increase the student's interest in the subject in particular and in learning in general. A plethora
of classifications exist for non-standard classes, encompassing a wide array of instructional
approaches, including, but not limited to: lesson-seminar, lesson-talk, lesson-workshop,
lesson-excursion, lesson-research, lesson-game, lesson-quiz, lesson-project defence, lesson-
discussion, lesson-conference, lesson-theatrical performance, lesson-journey, lesson-credit,
and lesson-lecture. The majority of these approaches are designed to address the challenges
associated with differentiated learning, to stimulate learning activities, to enhance cognitive
interest, and to cultivate critical thinking. Non-traditional forms of Russian language classes
provide a systematic analysis of linguistic information and facilitate the development of
language observation skills. Consequently, it is recommended that these innovative
approaches be incorporated into the pedagogical practices for students.
It is estimated that a student speaks for an average of 10-15 minutes during three pairs. While
teachers may not be surprised by this data, it will undoubtedly prompt them to reflect on the
issue. Consequently, the relevance of integrated lessons is indisputable in the contemporary
context.
Integrated lessons are characterised by several distinctive features. Primarily, these lessons
are distinguished by their clarity, compactness and enhanced informativeness of the teaching
material. Secondly, the logical interdependence and interrelation of integrated disciplines
(these lessons are based on the principle of proximity of the content of the leading topics).
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1831
In the development of an integrated lesson, the teacher must first establish the purpose and
objectives of the lesson. The disciplines for interdisciplinary links are then selected based on
these objectives, as well as the optimal load on different types of activities and the necessary
information for the realisation of the entire project. The integration of technology in the
educational process is advantageous in that it can be applied not only during the entirety of a
lesson, but also at specific stages, such as challenges, comprehension, and reflection. The
integration of diverse technological resources and multimedia devices within the learning
process affords educators the opportunity to more effectively convey new material to students.
Integrated classes foster a comprehensive and nuanced understanding of the world,
emphasising the interconnectedness of phenomena and objects, the value of mutual assistance,
and the diversity of material and artistic culture. The primary focus is not necessarily on the
assimilation of specific knowledge, but rather on the cultivation of figurative thinking.
Furthermore, integrated classes enable young people to actualise their creative potential by
engaging in composition, fantasy, reflection, analysis and critical thinking, facilitating the
assimilation of the laws and specifics of their native and/or studied language, and enhancing
their vocabulary. Additionally, these classes can foster an increased interest in various
scientific disciplines.
Moreover, a significant benefit of integrated classes is that they frequently take a playful
form and incorporate a wide range of motor activities, including dynamic pauses, physical
exercises, role-playing, and moving games, as well as theatrical performances. It is evident
that a substantial proportion of the workload associated with the preparation for such lessons
is shouldered by the instructor. This encompasses the selection of a topic, the formulation of
a problem-solving approach, the development of a discussion plan, and the design of
questions. However, it is evident that this pedagogical approach is particularly efficacious
within the context of Russian language instruction.
Despite the plethora of options and the efficacy of non-traditional classes, there are often
impediments to their utilisation. The integration of non-standard creative elements into the
conventional lesson plan is a highly desirable objective. Such elements may include lexical or
vocabulary dictation, the creation of crossword puzzles within the classroom environment,
the incorporation of commented writing or warning dictations, and the utilisation of didactic
games. The purpose of a didactic game is to arouse interest in learning, in the learning
process, in science. The integration of students in didactic games has been shown to lead to a
substantial enhancement in their interest in learning, thereby rendering the material more
accessible and significantly boosting performance. The importance of entertaining didactic
games lies in their ability to alleviate stress in students, transcend language barriers, and
foster a positive emotional atmosphere conducive to further motivation in the study of the
Russian language.
It is imperative to acknowledge the significance of unconventional forms of independent
assignments in the pursuit of unveiling the creative prowess of students. These assignments
are meticulously crafted to not only reinforce the conceptual knowledge, practical skills and
abilities that students have acquired, but also to provide a platform for the demonstration of
autonomy and the formulation of solutions to non-standard inquiries or tasks.
Types of independent tasks:
- creative work;
- preparation of a presentation, creation of video clips;
- expressive fiction reading;
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1832
- dramatization of a work of fiction or its excerpt;
- continuation of unfinished works;
- observation (photo and video recording) with subsequent commenting;
- writing from memory.
The implementation of such tasks is conducive to the alleviation of monotony and routine in
learning, the activation of cognitive processes, the development of generalisation skills, and
the systematisation of material on a given topic. These tasks afford students the opportunity
to assume the roles of author, illustrator and teacher. It has been demonstrated that students
experience a heightened level of engagement when they are afforded the opportunity to
participate actively in the lesson, to seek the reasons for mistakes, to formulate questions and
not only to answer them. In other words, they wish to adopt an active communicative position
in the lesson. The onus, therefore, falls on the teacher to facilitate the recognition of students'
roles within the classroom, ensuring that learning activities are transferred into the realms of
education and creativity.
It is evident that contemporary higher education institutions possess a vast array of innovative
technologies to facilitate pedagogical activities. The utilisation of these technologies in the
educational process is contingent upon two factors: firstly, the teacher's ability to recognise
and embrace changes in the external environment; and secondly, the technical capacity of
educational institutions.
In the contemporary educational environment, encompassing institutions at both the
secondary and post-secondary levels, there is a growing imperative for the integration of
advanced technological resources. These include interactive whiteboards and multimedia
installations, which have been shown to enhance learning outcomes. Furthermore, it is
essential that the physical workspace of educators is equipped with personal computers or
laptops, ensuring seamless connectivity to the internet. Teachers of practical classes apply
innovative technologies and modern teaching methods in their daily work, which include
active and interactive forms. Active methods entail direct student participation and an active
role in the educational process. Interactive forms facilitate knowledge assimilation through
auditory and visual perception. These methods refer to group forms of learning, in which
students are encouraged to collaborate, receive group knowledge, and assume individual
responsibility. Teachers have noted the expediency of conducting such types of work in the
classroom as:
- Lessons-excursions;
- Lessons-meetings with famous people, specialists in various fields, creative persons;
- Creative lessons: staged plays, role-playing games, creation of newspapers, collages;
- Watching movies and videos with further commenting or performing certain tasks;
- Solving various issues through various methods and techniques, such as "brainstorming";
- Group tasks.
Consequently, students cultivate the capacity to acquire new material, analyze it, and draw
independent conclusions from their reading. They also learn to summarize and systematize
the data obtained, engage in discussion, and debate. The employment of innovative methods
in the educational process has evolved from a mere necessity to an imperative for the
realization of educational goals. Conventional pedagogical methods are being superseded by
contemporary approaches, as innovations facilitate the formation of an individual who is
adept at navigating modern trends and capable of making autonomous decisions.
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
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page 1833
However, this transition from traditional to innovative approaches must not be haphazard;
rather, it should be a meticulously planned and methodically analyzed process. All changes
must be meticulously designed, and in multiple directions: psychological and pedagogical,
socio-pedagogical, and directly pedagogical. A pivotal component of effective education is
the establishment of a conducive and supportive classroom environment. It is imperative for
all educators to prioritize psychologically stable functioning. This fosters a sense of openness
and trust, thereby facilitating the realization of each student's creative potential. The
employment of techniques such as humor, lyrical digressions, historical and economic
elements, and other forms of deviation, in addition to the judicious correction of errors and
the promotion of cognitive engagement, is instrumental in fostering a conducive
psychological atmosphere within the classroom.
The efficacy of innovative technologies in enhancing the effectiveness and efficiency of
lessons, and in rendering the learning process more engaging and productive, is well-
documented. The contemporary pedagogical experience in the implementation of innovative
technologies in the educational process demonstrates that achieving high results is
impracticable through the exclusive utilization of conventional teaching methods at higher
education institutions (HEIs). The integration of innovative pedagogical approaches enables
the resolution of several challenges, including the cultivation of an engaged civic disposition
among young learners and the transformation of the nature of interaction between students
and instructors.
The teaching process is undergoing a radical transformation in its priorities. The role of the
teacher is evolving from a mere instructor to a facilitator of an environment that encourages
students to engage in independent study, explore their own creative potential, and apply
theoretical concepts to real-life scenarios. Innovative pedagogical technologies have become
an integral component of every lesson, and the role of the teacher has evolved from a mere
reciter of material from a textbook to that of a highly qualified worker who applies the
achievements of modern science and technology in his or her activity.
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ISSN: 2692-5206, Impact Factor: 12,23
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https://www.academicpublishers.org/journals/index.php/ijai
page 1834
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