International Journal of Pedagogics
131
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
131-133
10.37547/ijp/Volume05Issue06-36
Features Of Synergeti Education And Preparation Of Girls For
Social-Cultural Relations
Khidirova Durdona Mukhtorovna
Independent Researcher, National Institute Of Education Pedagogy Named After Qori Niyazi, Uzbekistan
Received:
14 April 2025;
Accepted:
15 May 2025;
Published:
17 June 2025
Abstract:
This article looks at how Total Physical Response (TPR), a kinesthetic way to teach languages, can be
combined with current technology to help people learn languages better. Through the use of physical movement
to improve memory and understanding, TPR has shown promise for novices and young learners. Teachers now
have more chances to increase TPR's efficacy and reach because to the growth of interactive technologies and
digital learning platforms. The theoretical foundations of TPR are reviewed, current research on technology-
enhanced TPR applications is examined, and useful approaches for integrating TPR with resources like interactive
whiteboards, virtual reality (VR), and educational apps are presented. Multimodal learning, enhanced retention,
and higher engagement are all promised by the integration. The theoretical synergy between TPR and technology
is examined in this work, which makes the case that their combination can result in more efficient and interesting
second language learning.
Keywords:
Synergetic, pedagogical system, female students, socio-cultural relations, self-organization,
bifurcation, cultural identity, educational transformation.
Introduction:
Globally, the issue of women is
considered as the support of society, its potential, and
the educators of the future generation in the country.
Also, based on a synergistic approach in the world
education system Special attention is paid to the use of
collaboration strategies and the development of
collaboration skills among educational participants. In
countries such as Japan, Germany, Great Britain, and
South Korea, special attention is being paid to the issue
of women, increasing their interest in science and
developing their collaboration skills.
In our country, the issue of raising a spiritually perfect,
mentally mature, physically healthy child has been the
highest goal of human society for centuries and is still
one of the urgent issues today. The roots of the school
of spiritual, educational, moral education of the Uzbek
people are very deep and deep. Special attention is
paid to the upbringing of girls in the family. Today, it is
important to prepare girls to choose an independent
life path and form social activity in them based on a
symbiotic approach.
These requirements are also consistent with the
requirements of the Law of the Republic of Uzbekistan
No. O'RQ-
562 dated September 2, 2019 “On
Guarantees of Equal Rights and Opportunities for
Women and Men”. In p
articular, this law states that the
State shall guarantee equal rights to women and men
in the exercise of personal, political, economic, social
and cultural rights, the State shall guarantee equal
participation of women and men in the management of
public and state affairs, in the electoral process, in the
fields of healthcare, education, science, culture, labor
and social protection, as well as in other areas of state
and public life.[1]
Over the past decade, the world community has
increasingly recognized the achievement of gender
equality as an important aspect of other pressing global
challenges, in particular, the goal of sustainable
development. The Millennium Declaration, adopted at
the UN Summit in September 2000, clearly stated that
achieving gender equality is not only an important
condition for reducing poverty and hunger, but also for
development. This principle is enshrined in
international documents, which are also supported by
Uzbekistan. In particular, the above-mentioned
document, approved by 147 heads of state and
International Journal of Pedagogics
132
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International Journal of Pedagogics (ISSN: 2771-2281)
government at the Millennium Summit, has become an
important issue on the agenda of the world
community.[2]
LITERATURE REVIEW AND METHODOLOGY
in our republic , the content and essence of synergistic
education, issues of moral education components
MGDavletshin, BRAdizov, O.Jamoldinova, B.Zi ё
muhamedov,
G.Ibragimova,
R.Ishmuhamedov,
BBMa'murov,
UIMahkamov,
MHMahmudov,
O.Musurmonova, RGSafarova, D.Sharipova, GG'.
Mavlonova,
Sh.Sharipov,
NMEgamberdieva,
ZAKholmatova, BBSadullaev It was expressed in the
works of Sh. Do'stmuhammedova, B.I.Ganieva,
Q.Yuldoshev,
E.Yuldoshev,
M.Mirqasimova,
O.Musurmonova, and R.X.Niyozmetova.
preparing young students for socio-cultural relations ,
forming motivation for reading based on a gender
approach were discussed by scientists from the
Commonwealth
of
Independent
States
(CIS)
AAAlekseeva,
Sh.A.Amonashvili,
VFAsmus,
L.Beresneva,
GDBoraznova,
VABorodina,
EABugrimenko,
IAButenko,
ENGoncharova,
ZAGritsenko,
SADenisova,
OVDjezheley,
NVZbarovskaya, SVIvanova, TNKaptan, MGKachurin,
APKashkarov,
LRKerimova,
RAKiryanova,
EIKuzmenkova, SPLavlinsky,
V. Lazareva, N. Lifinseva, M. Mokina, T. Neborskaya, E.
Nikonovich and a number of other specialists . In
addition, a number of studies have been conducted on
the development of critical thinking, reading skills, and
cooperative pedagogy in students and young people in
modern conditions, which are reflected in the research
of foreign pedagogues, psychologists, philosophers,
and sociologists such as L. Botcheva, J. Shih, L. Huffman,
L. Breeman, van Lier, Theo Wubbels, R. Sears, J. Spilt, E.
Vervoort, A. Koenen, F. Clemente, A. Amutio, L.
Gonzalez, I. Stengers, G. Haken, P. Afflerbach, R.
Anderson, Wills Andrea , M. Barwock, V. Blau, N.
Branscombe, D. Brown, A. Burns, K. Cain, R. Calderon .
Discussion and results. In our republic, a lot of work is
being done today to develop the social activity of
female students, create conditions for them to
demonstrate their abilities, talents, and potential in
various fields and areas, protect their legal interests,
ensure gender equality, and ensure cooperation
between family, neighborhood, and school. “In our
country, ensuring the rights and interests of women
and girls, and increasing their economic, social, and
political activity are defined as important directions of
state policy.”[3]
The goal of the reforms being carried out in our country
is to ensure the implementation of the most urgent and
priority tasks, such as creating new stable jobs,
ensuring employment of the population, especially
youth
and
women,
and
increasing
their
competitiveness and professional level in the labor
market. During January-May 2019, the Ministry of
Employment and Labor Relations provided a total of
15,288 unemployed and underemployed people with
short-term vocational training based on the needs of
the labor market, of which about 77.1 percent (11,791)
were women and women living in difficult living
conditions . [4]
In modern society, socio-cultural systems are changing,
complex and multifactorial in nature, and the
integration of the individual is becoming an important
factor in them. In particular, traditional pedagogical
approaches are no longer enough to prepare female
students for these systems. This, in turn, requires the
introduction of systematic, complex and dynamic
approaches. The theory of synergism was first
developed by G. Haken, which is based on the
principles of self-regulation of complex open systems .
Synergism is a science that studies the processes of
self-regulation and development of complex, open
systems. Its founder, G. Haken, initially developed this
theory to explain laser, molecular and thermodynamic
systems in physics. Later, it was also applied to the
fields of biology, sociology, psychology and pedagogy
[5]. When this theory is applied to the education
system, the personal capabilities, cultural identity and
social role of female students are formed in a
synergistic balance . In pedagogy, synergetic views the
learning process as a complex socio-cultural system. In
this approach, education is not just the transfer of
knowledge, but a process of constant interaction,
change, and self-development between the learner
and the environment
In our opinion, the social activity of female students is
a conscious and systematic activity aimed at
communicating and acting in a team, group, informal
association, effectively interacting with others,
voluntarily actively fulfilling certain obligations to
peers, older
and younger
family members,
neighborhoods, and developing and activating
themselves. By ensuring the social activity of female
students, we can gain a number of advantages in the
future, including improving education, health care, and
economic development. Today, the active participation
of female students in social and political processes and
the many obstacles that prevent this are widely
discussed by scientists and politicians.
Improving girls' educational opportunities can bring
economic and health benefits to girls and their families,
communities, and countries. In particular, European
scholars have argued that improving girls' education
leads to economic growth, as well as a reduction in
International Journal of Pedagogics
133
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International Journal of Pedagogics (ISSN: 2771-2281)
birth rates, infant mortality, and malnutrition. L.K.
Klenevskaya defines social activity as “a stable trait that
is manifested in initiative, purposefulness, hard work,
independence, social responsibility, self-demanding,
etc.”[6] The pedagogical value of a synergistic approach
for girls is also evident in:
First, this model transforms girls from passive learners
to active, independent decision-makers and individuals
with a social position in society;
Secondly, educational content integrated with cultural
studies, psychology, gender pedagogy, and other areas
allows for the development of social awareness and
cultural thinking in female students;
Third , synergistic methods such as reflection,
sociodrama, and project-based methods ensure their
leadership potential, self-awareness, and adaptation to
a changing social environment.
Empirical experiments show that in an educational
environment organized on the basis of a synergistic
approach, female students have significantly higher
levels of socio-cultural competencies, initiative,
cultural identity, and social integration.
CONCLUSION
The use of the synergistic approach in the modern
education system, especially in the process of personal
and social development of female students, serves as
an important methodological basis. Based on this
approach, the education system is interpreted as a
complex, changing and open socio-cultural system. This
ensures holistic management of the processes of self-
awareness, personal choice, social activity and cultural
identity formation of female students.
The synergistic education model theoretically
substantiates the natural development of the student's
personality through such basic principles as self-
organization, bifurcation development, emergence of
new qualities through organizational chaos, and
coherence. Aspects such as socio-psychological
characteristics, gender-related cultural stereotypes,
communication, and preparation for social roles,
especially those specific to female students, can be
deeply analyzed within the framework of the
synergistic model. Thus, the synergistic education
model serves as a powerful innovative basis for shaping
female students as harmonious, active, socially
responsible, and culturally sensitive individuals in
modern society. By deeply integrating this approach
into practical education, not only individual
development can be achieved, but also an inclusive and
sustainable education system based on gender equality
can be formed.
REFERENCES
Law of the Republic of Uzbekistan No. O'RQ-562 dated
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Women
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https://lex.uz/docs/4494849.
Declaration tysyacheletiya OON ot 09.08.2000 g.
(www.undp.org.)
From the speech of the President of the Republic of
Uzbekistan Shavkat Mirziyoyev at a meeting on
comprehensive support for women and strengthening
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https://uza.uz/oz/posts/xotin-qizlani-har-tomonlama-
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