International Journal of Pedagogics
177
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
177-180
10.37547/ijp/Volume05Issue02-48
Effectiveness of using project-based educational
technology in teaching moral education
Amir Jumabaev Darmenbaevich
3rd year PhD student at the National University of Uzbekistan
Received:
24 December 2024;
Accepted:
26 January 2025;
Published:
28 February 2025
Abstract:
This article analyzes the effectiveness of teaching pedagogy based on project-based learning (PBL).
Unlike traditional teaching methods, the PBL methodology serves to increase student activity, encourage
independent thinking, a creative approach, and the formation of skills in solving life problems.
Keywords:
Project-based learning, PBL, educational science, interactive learning, student activity, independent
thinking, creative approach, effectiveness.
Introduction:
The spiritual reforms being carried out in
our country are aimed at renewing the thinking of
society, restoring and studying national values, as well
as harmonizing and elevating them with universal
values. In the new Uzbekistan, the development of the
spiritual sphere is one of the priority areas of state
policy, including the system of moral education at a
new qualitative stage of its development - the stage of
modernization, the main directions of which are
defined in the Law of the Republic of Uzbekista
n “On
Education”, the Resolution of the Cabinet of Ministers
of the Republic of Uzbekistan "On Approving the
Concept of Continuous Spiritual Education and
Measures for its Implementation” and “On measures
for the phased implementation of the subject
“Upbringing” in practice in general secondary
educational institutions” are defined in regulatory
documents such as resolutions.
Upbringing and education cannot be separated from
each other; only when these two processes are
organized in harmony and on a continuous basis can
they produce patriotic youth who are well-mannered,
possess moral qualities, have high spirituality, and at
the same time are knowledgeable, intelligent, mentally
and physically healthy, with a broad worldview and
thinking, and possess modern professions. In
particular, spiritual and educational work in schools
was organized on a new basis, and a single subject
“Upbringing” was introduced based on such subjects as
“National Idea”, “Etiquette”, “History of Religions”,
“Sense of Homeland”.
The main feature of this process is that we can consider
the introduction of the new subject “Upbringing” into
the State Educational Program as the beginning of a
new stage in civic education in Uzbekistan. In general,
the history of civil education in independent Uzbekistan
can be divided into 3 periods:
1) from the years of independence to 2000.
2) from 2000 to 2020.
3) from 2020 to the present.
1st stage
- the first years of independence. Therefore,
in a certain sense, this period was a kind of “transition”.
In education, the simplest elements of civic education
are mainly taught.
Stage 2
. The beginning of this period was personally
connected with the initiative of the first President of
our country, Islam Karimov. On June 8, 2000, in his
answers to questions from a correspondent of the
newspaper “Fidokor”, he emphasized that one cannot
be indifferent to the issue of ideology. He also touched
upon some negative situations occurring due to
ideological vacuum. It introduced the concept of the
national idea into civil education and was introduced
into the country's education system on January 18,
2001, based on the Decree of the First President of the
Republic of Uzbekistan, Islam Abduganievich Karimov,
“On the Creation and Implementation in the Republic's
Education System of the Educational Program on the
Subject 'National Ideology of Independence: Basic
International Journal of Pedagogics
178
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International Journal of Pedagogics (ISSN: 2771-2281)
Concepts and Principles”.
Education is a product of consciousness, but at the
same time, it is the most important factor that
determines the level of consciousness and its
development, that is, the formation and enrichment of
the spirituality of the people. Consequently, without
changing the education system and, on this basis,
consciousness, it is impossible to develop spirituality.
At the beginning of the nineties of the last century, our
new young state faced the task of preserving social and
economic stability in the country, peace and harmony
in society, interethnic accord, determining the path of
socio-political development of independence for many
years, protecting our independence from internal and
external threats, educating young people capable of
independent thinking, possessing high spirituality, and
at the same time, well-versed in the history of the
country and nation, and benefiting from the scientific
and spiritual heritage left by our great ancestors. It was
absolutely impossible to delay this task. Because even
in those years, a fierce struggle began to fill the gap that
had arisen in ideological propaganda, especially in the
field of education, alien, malicious movements were
entering our country under various guises.
Stage 3
. In the modern world, the need to create new
models for preparing schoolchildren and youth for
social life and working with youth has led to the
introduction of a new subject
“Upbringing” into the
school curriculum, starting in 2020. The Decree “On
Additional Measures to Increase the Effectiveness of
Spiritual and Educational Work” sets a number of tasks
for the sphere.
Also, the introduction of a new science reflects
differences in the state social order in the field of moral
education. That is, first of all, based on the principle
“From National Revival to National Ascent”, at a new
stage of development, the state is tasked with
“educating patriotic youth who are knowledgeab
le,
intelligent, mentally and physically healthy, possess a
broad worldview and thinking, and possess modern
professions”, “forming the upbringing of our youth
based on scientifically based basic competencies and
qualities” based on the demands of the rapi
d
globalization of the world and the labor market, and
providing teachers with educational materials that
provide modern methodological support for their
activities.
That is, today's education poses the issue of forming
21st-century skills in the student's personality, along
with acquiring professional or academic knowledge in a
certain field. Considering that these skills have
undergone structural changes in recent years,
according to its 2021 Assessment and Teaching of 21st
Century Skills interpretation, there are currently 12
main areas: Methods of thinking, Methods of working,
tools for working, ICT literacy, skills for living in the
world. In this context, PBL (Project-Based Learning) is
seen as an effective teaching method for increasing
motivation, developing teamwork and collaboration
skills. PBL is defined as teaching students academic
content through real projects that are highly motivated
and based on engaging questions, tasks, or problems,
involving collaborative work to solve a specific
problem.
PBL is an effective teaching method for the subject
"Upbringing" in the formation of 21st-century skills.
The PBL has a number of its:
•
Thinking about ways to solve possible
problems,
•
Identify a specific category of topics that will
help in gathering information,
•
Distribution of responsibility for information
collection,
•
Development of a timetable for data collection,
•
Search for information on a problem or
question,
•
Synthesis of collected data,
•
Collaborative decision-making on how to move
forward from this point.
• Identifying what additional information may be
important and unique features such as the
development of a product or multiple products or
artifacts that allow students to report the results of
their work.
Work on teaching upbringing subjects based on PBL has
already begun, which is reflected in the calendar plans
provided by the Republican Education Center. That is,
it is often planned to cover the last topics of each
quarter based on PBL. In particular, in the 11th grade
“The Path I Have Chosen”, in the 9th grade “The Gallery
of Famous People Who Changed the Lives of Humanity”
and others.
Teachers may have questions about applying PBL in the
subject of Education: How is 45 minutes of lesson time
allocated? What are the stages of organizing the lesson
process? How are students assessed?
Let's look at sample lesson plans to answer these
questions:
Project name: Persistence: Conquer yourself, conquer
the world!
Project duration: 2 weeks
The main question: How does persistence turn dreams
into reality?
International Journal of Pedagogics
179
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International Journal of Pedagogics (ISSN: 2771-2281)
Project Objective:
Increasing students' ability to overcome difficulties in
their lives, showing the path from small achievements
to great success through perseverance.
Approach:
This project allows students to feel a sense of
perseverance based on real-life experiences and
mutual creativity.
Project stages:
1.
Project launch: “Bridge of Difficulties” activity
•
Students conduct a small “bridge” (a route
filled with difficulty cards on the table) in the
classroom.
•
Each card is likened to a difficulty or problem.
For example: laziness, time management, fear.
•
To overcome each difficulty, students suggest a
solution (for example, making plans, sharing
responsibilities).
2.
Goal setting: “My determination map”
•
Each student identifies a difficult goal in their
life (for example, engaging in sports, finishing a book,
forming a habit).
•
Draw a step-by-step action plan to achieve this
goal. On the map:
•
Barriers (problems).
•
Solutions (how to overcome).
•
Motivational words (phrases encouraging
continuation of action).
3.
Research Stage: “The Path of Heroes”
• Groups are assigned to study “persistent people”.
Groups:
They study stories about perseverance (about famous
athletes, scientists who made scientific discoveries, or
ordinary people who improved their lives).
They prepare a short scene about what difficulties
these people overcame.
4.
Practice:
“Week
of
Struggling
with
Difficulties”
•
Students will hold a weekly challenge
competition:
•
Every day they choose a small difficulty for
themselves and try to overcome it (for example, getting
up early, learning something new, completing a
frightening task).
•
They record this process in a diary and
document it in pictures, graphics, or other creative
ways.
5. Creation of the project:
•
Groups choose a creative way to present their
results:
•
Scene: “The Story of Determined Heroes”
•
Drawing an animation or character comic:
Describe their own difficulties and paths to success.
•
“Wall of Resistance”: Groups prepare a wall
newspaper for the class with a motivational slogan and
advice on overcoming difficulties.
6. Presentation: “Festival of Persistence”
•
At the end of the project, a small classroom
festival will be held, in which:
•
Stage appearances and presentations will be
shown.
•
Students share their achievements with the
group.
•
Create a small “booklet” with advice on
perseverance.
Evaluation criteria:
1. Creativity and approach to the project.
2. Active participation in highlighting perseverance.
3. Quality of presentations and active participation in
the festival.
4. Documentation of changes and analysis of results.
CONCLUSION
In conclusion, it should be noted that although the
subject “Upbringing”
is taught in grades 1-11 in the
school education system, currently a team of authors
led by Z.Zamonov has a methodological guide for
teachers only for the textbook “Upbringing” for the 1st
grade. However, according to the Resolution of the
Cabinet of Ministers No. 187 of April 6, 2017, it is
planned to provide methodological instructions on the
methodology of effective teaching of each topic in the
textbook,
additional
test
tasks
and
other
methodological
instructions
for
the
teacher's
interesting organization of the lesson, the purpose of
each lesson, the means used in the lesson and methods
of their use, the content of the lesson, practical
exercises, additional tasks, etc .
In these conditions, the creation of literature for
subject teachers that provides modern pedagogical
technologies and methodological recommendations
for teaching the subject is one of the important tasks
facing the industry.
REFERENCES
Resolution of the Cabinet of Ministers of the Republic
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International Journal of Pedagogics
180
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Presidential Decree “On Additional Measures to
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No
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https://lex.uz/ru/docs/-4885018
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