International Journal of Pedagogics
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VOLUME
Vol.05 Issue04 2025
PAGE NO.
194-200
10.37547/ijp/Volume05Issue04-52
1
Preparation of Mechanics Educational Literature Based on A
Professional Competence Approach: Problems and Solutions
Isaboyev Sharofiddin Musomiddinovich
Associate Professor at Department of "Mechanics," at Namangan Engineering and Construction Institute, Uzbekistan
Received:
26 February 2025;
Accepted:
22 March 2025;
Published:
25 April 2025
Abstract:
In this article, intensive training in mastering the subject of mechanics to create optimal literature-the
analysis of existing literature created in domestic and foreign higher educational institutions is studied and
highlighted.
Keywords:
Decree and regulation, methodology, technology, teaching methods, competence, students.
Introduction:
In the context of our nation's efforts to
secure a more prominent position within the global
community, and particularly during these days when
investments compatible with the requirements of a
market economy are being attracted, the demand for
competitive engineering personnel is significantly
increasing as science, technology, and innovations
develop at an accelerated pace.
In the "Concept for the Development of the Higher
Education System of the Republic of Uzbekistan until
2030," approved by the Decree of the President of the
Republic of Uzbekistan No. PF-5847 dated October 8,
2019, specific tasks were outlined. These include the
introduction of digital technologies and modern
teaching methods in higher education, broader
engagement of youth in scientific activities, combating
corruption, increasing the share of students in
engineering and technical education, implementing the
credit-module system, and enhancing the practical
component of specialized subjects in curricula to
improve practical skills.
In his Address to the Oliy Majlis on January 24, 2020,
the President of the Republic of Uzbekistan, Sh. M.
Mirziyoyev, proposed designating 2020 as the "Year of
Science, Enlightenment, and Digital Economy
Development." He emphasized the gradual increase in
the coverage of school graduates by higher education,
revisiting educational directions and subjects, reducing
the number of non-specialized disciplines by half,
transitioning the educational process in higher
education to a credit-module system, introducing
financial self-sufficiency in certain higher education
institutions, fully digitalizing the education sector, and
extensively
applying
public-private
partnership
mechanisms in education. These tasks were identified
as pressing issues of the day.
The address also prioritized raising the population's
educational level, which is considered a factor
determining
the
nation's
competitiveness.
Consequently, the document also reflects elements of
the challenge to establish a national education system
that meets modern requirements and international
standards.
Literature Review
All structures employed in engineering practices
—
buildings, structures, machinery, and mechanisms,
including components such as beams, frames, and
arches
—
are produced from structural materials (steel,
cast iron, copper, wood, stone, bricks, glass, plastic, and
various alloys), raw materials, products, or semi-
finished goods. Naturally, the manufacturing processes
involve various technical, mechanical, and chemical
treatments, as well as specific processing methods
unique to the technology.
A preliminary conclusion is that the disciplines of
"Technical Mechanics" and "Strength of Materials,"
which hold leading positions in the training of
engineering personnel, are interconnected with
technical sciences in relevant fields [10].
The scientific aspect of engineering lies in scientifically
substantiating the principles of efficient and cost-
effective production processes that minimize the
expenditure of time, labor, and energy resources in the
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use of material wealth in engineering practices.
The dynamic aspect of engineering includes activities
such as the extraction of material resources,
transportation, creation of products or structures and
their components, processing, reprocessing, storage in
warehouses, preservation, and technical control of
production.
In engineering practices, concepts and terms such as
"technological process," "technological map," and
"technological procedures" are frequently used,
highlighting their indispensable role.
The term "technological process" refers to a specific
segment of continuous and interconnected processes
in the form of actions performed directly at a workplace
by a person or robotic equipment, brought to
completion.
The totality of technological processes applied to
products or structures and their components
constitutes the technological process as a whole.
A technical document that describes the systematic
and sequential order of technological processes
performed during the production of certain products,
structures, or their components, adhering to specific
laws, is called a "technological map."
The "technological regime" refers to the strictly
regulated and law-abiding procedures that govern the
implementation of technological processes, defining
the time and conditions required for these processes.
If the above concepts are applied to the educational
process, it becomes possible to view the systematic
(organized and interconnected) influence exerted by
the educator on learners with the help of didactic tools
as a social phenomenon without doubt. From this
perspective, such a social phenomenon or process can
rightfully and meaningfully be termed "pedagogical
technology."
Main Purpose and Tasks:
Pedagogical technology is a systematic method for
designing, implementing, and evaluating educational
processes aimed at guaranteeing the assimilation of
results through learner-centered, democratic, and
replicable approaches.
Educational technology is applied to determine the
scientific aspect of pedagogical technology, focusing on
optimizing educational models by systematically
creating, implementing, and analyzing the processes of
education and upbringing, as well as acquiring
knowledge and experiences. This involves considering
human and technical resources and their dynamic
interrelations.
In the system of continuous education, educational
processes are viewed as social phenomena and are
formed and improved based on didactic systems.
Moreover, authoritarian (traditional lesson model) and
learner-centered (non-traditional lesson model)
technologies are applied in the teaching process.
A lesson embodies the primary form of the educational
process, encapsulating tasks, content, methods, and
techniques holistically. Under the direct guidance,
instructions, or coordination of the teacher, lessons are
conducted with a specific, guaranteed, and purposeful
focus within a defined time frame, adhering to
regulatory and legal requirements.
When the traditional lesson model is employed, the
lesson's objectives are clearly defined; however,
assignments or sets of assignments are generally
presented
in
a
model-based
manner
with
predetermined algorithms. The activities of learners in
acquiring knowledge are under pedagogical influence,
making the educational process seem almost
obligatory. In other words, the transmission of
information is passive, limiting learners' ability to think
critically and independently.
This model primarily utilizes methods such as lectures,
question-and-answer sessions, and practical exercises.
The lecture method, forming the basis of the approach,
involves delivering large volumes of educational
material in a monologic manner within a designated
time. Additionally, the teacher is required to
demonstrate professional skills in evaluating the
situation correctly, acting as a scholar, educator,
orator, and psychologist.
In learner-centered technologies, the student's
personality is placed at the center of the pedagogical
process, creating favorable conditions for their
development and the realization of their natural
abilities.
The author, while comparatively studying traditional
and non-traditional lesson models, has clarified some
key objectives of textbooks. These findings have been
applied to the creation of textbooks in disciplines such
as "Theoretical Mechanics," "Strength of Materials,"
and "Structural Mechanics," yielding significant
conclusions (Figures 1-2-3).
By analyzing the literature, we firmly establish the
undeniable truth that textbooks serve not only as a
means of teaching but also as a tool that constantly
directs and ensures the purposeful collaboration
between teachers and learners in both processes.
Thus, traditional and non-traditional lesson models
have been comparatively depicted, and their
advantages
and
disadvantages
scientifically
substantiated.
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When comparing these applications, it becomes
evident that the role of the educator and the creator of
modern textbooks is of paramount importance in both
cases. For example, in authoritarian teaching
technology, the educator at the center of the
educational process emerges as the sole subject,
leader, manager, and initiator.
Based on these conclusions, the author emphasizes
that implementing the continuous system process
within the framework of educational standards
primarily depends on the activities of modern
educators and the state of new-generation textbooks.
This issue is highlighted as a fundamental problem that
warrants
more
detailed
scientific-pedagogical
research.
Given the rapidly changing technical and technological
landscape of the current era, aligned with the market
economy, the educational process
—
encompassing
both teaching and learning technologies
—
must adapt
accordingly. It is self-evident that educational goals and
objectives must evolve, update, and improve rather
than remain static. Consequently, the new generation
of literature must also develop in form and content,
incorporating the achievements of innovative science
and adapting to the principles of flexibility required by
modern demands.
Additionally, the decree of the President of the
Republic of Uzbekistan No. PQ-2099 dated April 20,
2017, "On Measures for Further Development of the
Higher Education System," and the main goal of the
ongoing reforms in the continuous education system
underline the importance of training morally mature
and highly qualified, competitive specialists in demand
in real economic sectors and fields, capable of meeting
international standards. This has been firmly
established as one of the priority directions of state
policy [2].
Particularly, in this regard, the role of the educator is
crucial in improving technologies for creating new-
generation technical textbooks as part of efforts to
enhance the content, quality, and efficiency of
education by introducing modern pedagogical
technologies into the continuous education system.
To systematize and address the above-mentioned
issues, we will first present several important
conclusions
and
proposals
regarding
modern
textbooks.
Scientific monitoring results on the creation and
utilization of new-generation educational literature
show that, firstly, there remain a number of unresolved
issues in the ongoing scientific research in this area.
Specifically, unlike the previous education system,
today’s rapid advancement of science and the
continuous updating of innovative scientific and
technical information require that newly created
educational literature must be fully oriented toward
the development of the learner's personality. At the
same time, considering the interchangeability of new
technical-technological tools in modern production,
there arises a need to update the content of education
based on the principle of adaptability and to align
pedagogical technologies used in continuous education
with these production changes.
Indeed, while a textbook is primarily viewed as a
material carrier of educational content, it also serves
the function of organizing the educational process. In
the higher education system, the issue of training
specialists requires that knowledge is not transferred in
a random and passive manner. More precisely,
knowledge should be offered to learners, while the
acquisition of knowledge should be achieved through
the independent educational efforts of students,
guided and coordinated by the educator, thus
consciously influencing the capabilities and interests of
learners.
Naturally, this approach ensures the alignment of
professional motivations with educational (learning)
motivations in career selection or mastery of a
profession.
For example, processes such as constructing stress and
strain diagrams for critical sections or conditions of
structural parts, applying universal formulas not only
for bending but also for other types of deformation,
determining reaction forces at supports without
forming equilibrium equations in statics, and verifying
the strength and rigidity of beams, shafts, and rods
should already be performed interactively using
computers and mobile phones, rather than manually.
However, new-generation textbooks and manuals still
adhere to outdated approaches in this regard.
According to research findings, in most cases, the
creation of subject textbooks is still based on outdated
concepts
and
approaches,
as
substantiated
scientifically. Additionally, it is concerning that many
textbooks fail to meet modern practical demands and
do not fully incorporate the shifts toward learner-
centered and developmental education in their didactic
structure.
In creating new-generation educational literature, it is
essential to ensure that the texts in the textbooks
effectively reflect interactive teaching strategies that
enhance the pedagogical process's efficiency and
outcomes. In this regard, the author has confirmed the
necessity of applying methods such as "Brainstorming,"
"Case Study," "Modular Technology," "Learner-
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Centered Technologies," "Concept Analysis," "Cluster
Method," and "Crossword Method" in the preparation
of textbooks for subjects like "Theoretical Mechanics,"
"Strength of Materials," and "Structural Mechanics" [8,
9].
At technical higher education institutions such as the
Jizzakh Polytechnic Institute, Namangan Engineering
and Construction Institute, Fergana Polytechnic
Institute, and Samarkand State Architecture and
Construction Institute, students are mastering
educational materials with significantly reduced
academic workloads compared to previous years.
Furthermore, subjects like "Theoretical Mechanics"
and "Strength of Materials," which are designed for
students specializing in leading sectors such as
machinery manufacturing, automotive engineering,
metallurgy, transport, and construction, must also
cater to independent researchers, doctoral students,
industry engineers, and educators as natural users.
Taking these aspects into account, it is advisable to
create modern educational literature that aligns with
several directions, remains economically affordable,
efficient, and universal. Such an approach would
undoubtedly address the necessity of reducing or
modifying content based on the corresponding
curricula without compromising the quality or content
of education. It may even require omitting certain
paragraphs or chapters (modules).
Acknowledging the critical importance of new-
generation educational literature in organizing and
implementing the educational process in accordance
with modern requirements, it is necessary, first, to
effectively utilize traditional and non-traditional
teaching models while creating the subject "Methods
of Teaching Science" [71].
From this perspective, the relevance and practicality of
this dissertation become evident, particularly in its role
in addressing economic and political issues.
Secondly, given the rapid development of science and
the dynamic growth and frequent updates of
innovative scientific and technical information, along
with the improvement of engineering structures,
technological
processes,
and
the
increasing
automation levels of management systems, it is clear
that relying solely on authoritarian teaching methods is
no longer viable in teaching subjects like "Strength of
Materials" and "Theoretical Mechanics."
At this juncture, we encounter two primary aspects
that need to be addressed.
Firstly, in learner-centered teaching technology,
although significant professional requirements are
placed on the educator, such as possessing deep critical
thinking, scientific and creative approaches to the
process, and didactic experience, it is evident to all that
the role of the educator-scholar seems "not sufficiently
noticeable" in cases where the educational material is
new and considerably complex.
Secondly, in non-traditional education, while the role of
the learner is of utmost importance, it is also natural
that, in many cases, they lack sufficient experience in
their chosen field, have limited understanding of ways
to solve problematic issues, are not yet experienced
enough in independent activity, and, most importantly,
require practical, methodological, didactic, and
scientific support. (See Figure 1).
.
Picture 1
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These analytical considerations once again emphasize
the importance of learner-centered (non-traditional)
teaching technologies in improving the methods for
creating new-generation educational literature. The
essence of learner-centered (non-traditional) teaching
technologies is primarily based on modeling,
collaborative activity, and research-oriented learning
models, where the learner is placed at the center of the
pedagogical process. These methods create favorable
conditions for the learner's development and
realization of their natural potential. Therefore, it is
advisable to rely on these models when improving
technologies for creating new-generation textbooks.
Modeling refers to a method where real-life events,
phenomena, and processes are simplified, compactly
represented, and depicted in a way that is more
accessible and practical for educational use. These
models are created in educational laboratories, where
learners actively participate and engage in these
processes. Typically, a modeled lesson or educational
process involves stages such as setting educational
goals, preparing for the process, conducting exercises
(or games), and analytically reviewing the results.
It is worth noting that in the calculation-design
processes of structures, it is often difficult to
simultaneously account for all the characteristics of
real objects. Hence, while studying the subject
"Strength of Materials" and deriving its solutions and
conclusions, reliance on models of deformable solid
bodies is essential. Although modeling processes are
somewhat conditional, they are not arbitrary; rather,
they follow specific laws and are grounded in scientific
principles. In other words, the material of the object is
assumed to be homogeneous, isotropic, and
continuous, with stress and deformation considered
linearly related, and the subject is studied based on
these assumptions.
The collaborative activity model involves learners
engaging in independent group work to receive
education and training. The essence of collaborative
learning lies in transitioning from a "teacher-learner"
dialogue to a tripartite interaction involving "teacher-
group-learner" relationships. This approach fosters
communication within the group, encourages
teamwork, strengthens interdependent relationships,
instills a sense of responsibility, and enhances
motivation.
The research-oriented learning model aims to develop
learners who can think independently, make decisive
decisions when necessary, and purposefully acquire
specific knowledge. This approach is particularly
beneficial for learners participating in various academic
Olympiads, competitions, and practical-scientific
research activities. Typically, this method involves
stages such as identifying the problem, seeking
solutions, proposing initial hypotheses or innovative
ideas,
adopting
scientific
(theoretical
and
experimental), creative, and didactic approaches to the
research process, gathering information about
problems and their solutions, substantiating and
generalizing this information from a scientific-
methodological perspective, synthesizing the validity of
initial hypotheses and ideas, and, finally, arriving at
definitive conclusions regarding the solutions to the
problems.
It is self-evident that the development of practical skills
requires learners, first and foremost, to purposefully
process their existing knowledge, then to develop skills
and abilities through systematic repetition resembling
a "technological process," and ultimately to acquire
competence
—
more
specifically,
high-quality
competence
—
as demanded.
In practice, it is no secret that most existing educational
materials allocate little space to practical texts, focus
less on them in terms of volume, or primarily present
educational content in a theoretical style.
When creating new-generation textbooks, it is crucial
to strictly adhere to the requirements of didactics and
modern teaching technologies, significantly increasing
the volume and substance of practical texts.
The diagrams, graphs, epures, tables, structural
frameworks, illustrations, plans, and maps presented in
textbooks are referred to as visual materials, which are
essential for studying and assimilating educational
information.
At various stages of events and processes, quantitative
and qualitative indicators are often expressed through
diagrams, graphs, epures, and tables; spatial changes in
the environment through maps, structural frameworks,
and graphs; time-related changes in phenomena or
events through chronological tables and graphs; and
the cause-and-effect relationships through structural
frameworks, plans, and tables. Additionally, changes in
engineering structures or other research objects, as
well as the consequences of physical, chemical,
mechanical, or technological processes, and even
processes occurring in living organisms, should ideally
be expressed in the form of illustrations, photographs,
photomicrographs, diagrams, and graphs (see Figure
2).
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International Journal of Pedagogics (ISSN: 2771-2281)
Picture 2
Modeling changes occurring in nature and society,
along with representing the results of mathematical
and statistical analyses in the form of comparative
diagrams, graphs, and tables, is also appropriate.
When creating educational materials and incorporating
them into teaching, visual materials must meet the
following strict requirements:
Objectivity and Accuracy:
All visual materials must be based on principles of
objective
reality,
authenticity,
fairness,
and
transparency. Additionally, they should reflect changes
in events, phenomena, and processes occurring in
human society and nature, grounded in laws,
principles, and rules, and should be implemented in
practice. Otherwise, the integrity of the educational
information content will be compromised.
Support for Content Enhancement:
Visual materials should complement, enrich, and make
the text content clearer and easier to understand.
Accessibility for All Learners:
They must be expressed in a clear, precise, and easily
understandable manner for learners of various levels.
Alignment with Research and Aesthetic Standards:
Visual materials should correspond to the analysis of
research results, have a high level of aesthetic quality
and clarity, and avoid “excessive” or conflicting
information that could distract from the text's content.
Finally, they should not obstruct the layout or
readability of the text.
In creating educational literature for subjects like
"Strength of Materials," "Theoretical Mechanics," and
"Structural Mechanics," it is essential to cover
processes such as stress and deformation in beams,
shafts, and frames; internal forces and displacement or
deformation laws; kinematic and dynamic parameters
of absolutely rigid bodies; the internal structure and
properties of construction materials; and the structure
and working principles of construction machinery and
equipment. These should be illustrated with
appropriate visual materials, such as diagrams, epures,
tables, graphs, schematics, images, and photographs,
while adhering to didactic requirements and aligning
them with the text content (see Figure 3).
Picture 3
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International Journal of Pedagogics (ISSN: 2771-2281)
CONCLUSIONS
The above ideas and considerations can serve as a
foundation for the following key conclusions aimed at
improving technologies for creating new-generation
educational materials for technical education fields and
their practical application:
Modernizing Traditional Models:
Based on the characteristics of specific chapters
(modules) or topics, it is necessary to rely on traditional
lesson models while modernizing them. This includes
organizing the educational process rationally and
striving to enhance the effectiveness of didactic and
technical tools used in education.
Integration of Traditional and Non-Traditional Models:
Particularly for topics such as those in the "Strength of
Materials" textbook, which deal with research on
structural components and broader explanations of the
physical, mechanical, and technological aspects of
certain phenomena and processes, there is a need to
focus on deriving computational formulas and
addressing complex problems that most learners
cannot independently solve. In such cases, it is
advisable to form and apply textbook materials based
on the principle of integrating traditional and non-
traditional teaching models.
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