International Journal of Pedagogics
24
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
24-27
10.37547/ijp/Volume05Issue04-07
Formation of Students' Collaborative Skills Through Group
Training Based on Multi-Vector Pedagogical and Psychological
Approaches in Higher Education
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology, Karakalpak State University named after Berdakh, Republic of Karakalpakstan,
Uzbekistan
Kenjayeva Marhabo Ahmatjonovna
Student of Karakalpak State University, Uzbekistan
Sa
ʼ
dullayeva Charos Yusufboy qizi
Student of Karakalpak State University, Uzbekistan
Jumaniyozova Nigora Baxtiyorovna
Student of Karakalpak State University, Uzbekistan
Received:
12 February 2025;
Accepted:
09 March 2025;
Published:
08 April 2025
Abstract:
This article is a study of improving students' collaborative skills through psychological training and
pedagogical methods. We believe that it is appropriate to use collaborative learning methods in creating a new
system based on multi-vector approaches in education. We will further increase the effectiveness of education by
forming students' worldviews, improving collaborative skills, and consolidating their knowledge through
psychological training. Through this study, we considered the most effective approach to learning in groups and
collectives. We put forward the idea that this increases students' ability to remember the acquired knowledge
and helps them think freely, reason, and make decisions. During this study, we conducted interviews with students
through psychological training and listened to students' opinions.
Keywords:
Collaborative learning, psychological training, pedagogical methods, psychological potential,
pedagogical skills, modern education, collaborative skills, educational technology, didactic education, individual
approach.
Introduction:
At the current stage of development of
the higher education system in our country, when
modern multi-vector pedagogical approaches and
information and communication technologies meet
national, historical, and ideological conditions,
traditional models of education are the classroom
system in general secondary schools, vocational
schools, vocational colleges and technical schools, and
pedagogical methods such as lectures and seminars in
higher educational institutions, and research on
improving collaborative skills in the use of
psychological training, it is undoubtedly true that the
use of educational technologies appropriate to this
period will give positive results. We tried to prove that
the method of pedagogical projects through
collaborative
learning
(collaborative
learning),
psychological training, which is widely used in
developed countries, is effective in all aspects for
students to learn knowledge in teams and groups.
Another important aspect of the proposed modern
educational technologies is that the availability of the
possibility of their application, while preserving the
positive aspects of the current education system, is a
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
favorable condition for implementing psychological
training. In addition, these technologies have a
humanistic character due to their philosophical,
psychological, pedagogical, didactic essence. The
humanistic description of these is not only that they
correspond to the requirements of the ideology of
independence in theoretical and ideological terms, but
also that they are practically aimed at forming a highly
spiritual, well-rounded person. The method of using
psychological training in modern collaborative
methods of pedagogical education can be cited as an
example. They strengthen the educational content of
education, ensure deep and thorough mastery of the
educational material by students as a team, relying on
each other, and in cooperation, their intellectual and
moral development, free and independent thinking.
This, in turn, serves to improve the dialogue of helping
each other. In modern education, it prepares the
ground for getting rid of the competition and traits that
are formed in it based on the interest of each student
in mastering knowledge alone. This is consistent with
the requirements of the current educational reform.
The organization of pedagogical methods through this
psychological training helps to ensure that the main
essence of technologies in education is based on the
maturity, critical thinking, and unique individuality of
the learner. At the same time, it serves as an alternative
pedagogical method to the students' assimilation and
repetition of only ready-made knowledge in traditional
education.
These
pedagogical
methods
and
psychological training technologies methodologically
correspond to the theory of the gradual development
of the modern education model, and provide an
opportunity to see collaborative education as
psychological training in its essence and on the basis of
modern educational technologies. The proposed
collaborative education pedagogical methods and
psychological training, the application of educational
technologies in the educational process in its entirety,
gradually abandon traditional methods and create the
opportunity to use modern pedagogical and
information and communication technologies. They
are considered as a person-oriented technology with a
humanistic character in their psychological and
pedagogical essence. The method of collaborative
teaching is studied through psychological training, the
project method, layered teaching, Therefore, the use of
modern psychological training in improving students'
collaborative skills through the modern education
system requires a high level of pedagogical skills from
the teacher. A psychologically competent teacher
should not ignore the specific features of each side. To
understand the essence of collaborative teaching, let's
turn to one fact that occurs in pedagogical practice.
Even so, collaborative skills are considered the main
problem when students fail to fully master the
educational material or make mistakes in practical
work during the educational process. Such errors may
be in the form of incorrect thinking, incomplete
knowledge, and inability to focus on reading. To correct
this, additional exercises and extra lessons are
necessary. Analyzing this error, it was determined that
it was related to the students' educational activities or
that they did not allocate enough time for the students
to master the material. Collaborative teaching is not
only educationally important, but also has a strong
impact on the intellectual and significant development
of students from an educational perspective. An
important aspect of collaborative teaching is
teamwork, in which students develop a sense of mutual
cooperation, mutual dependence, and coordination of
their actions and activities. Students develop such
qualities as thinking, reasoning, and decision-making.
Cooperative learning is an important tool for students'
spiritual growth, communication with others, and the
formation of collaborative skills and competencies.
Through these methods, students' worldviews are
formed and they are raised as complete individuals,
developing feelings of mutual assistance, and helping
each other not only in the classroom, but also in their
way of life and throughout their lives, becoming
personal qualities such as the joy of solving any
problem together. What is the essence or didactic basis
of the psychological technology of collaborative
learning? This method is the execution of student
actions in a certain sequence and consistency, which
ensures the implementation of one or another method
of teaching. Or it is a set of pedagogical methods that
allows you to create a didactic system that provides an
approach to education through certain multi-vector
psychological training. Various methods and means of
organizing students' educational activities serve to
implement the general logical, principles of
collaborative learning. These complexes, in turn, form
the basis of the technological educational system of
collaborative learning in education. Only a didactic
system viewed on such a basis can serve as an
educational technology based on proven methods and
psychological training tools in the pedagogical process.
The basis of the didactic educational system is a set of
teaching methods, which are based on a certain
theoretical basis, principles and educational concept.
The selected teaching methods and tools should be
based on the requirements of collaborative learning.
Collaborative learning technology is widely used in
different countries. It is noteworthy that it is not used
everywhere in the same way, but in different ways, and
various options are formed. The main focus is on the
goal of the learning group, and the success of the group
depends on the results of the independent work of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
each of its members. Each member of the group works
on a topic (problem) that is being studied in constant
interaction with others. The task of each member of the
group is to solve the problem together, and on the basis
of joint knowledge, each member of the team acquires
the necessary knowledge, and the necessary
collaborative skills and psychological competencies are
formed. In this case, it is important for the whole team
to know what each student has achieved. The whole
group is interested in the mastery of the educational
material by each of its members. Because the success
of the entire team depends on the contribution of each
member and the solution of the problem that the group
sets for itself in cooperation. The team form of
cooperative learning is a pedagogical and psychological
technology for organizing students' learning activities
based on the following three main principles:
1. The whole group receives an assessment of their
joint work in the form of points or a certificate, praise,
or special award. For this, one task is completed for the
whole group.
2. The personal responsibility of each student
determines the achievements and shortcomings of the
entire group. This paves the way for each group
member to monitor the activities of others, as well as
their own, and to help their peers master and
understand the learning material. It ensures that group
members are prepared to evaluate and control their
own knowledge differently.
3. The groups are based on the improvement of
previous results, which each student brings to their
team, with equal opportunities for mastery. Comparing
the results of mastery with previous ones makes it
possible to evaluate the results achieved by this group
of students.
Small group - team learning in cooperation; team
learning in the form of games, tournaments; the
remaining two in most cases give positive results in
stratifying education in a team for students of a certain
age, that is, in teaching mathematics; in cooperative
teaching of reading, creative essay writing. In this case,
the teacher explains a new topic, and then assigns
students to consolidate it in groups, to understand all
its aspects. In groups, the order is given to listen to the
necessary supporting aspects of a certain task. In this
case, the task can be divided into parts, each student
can study his part, or in a circular manner, each student
can complete the next part. It is necessary to consider
cases where students who master the task can start
with a stronger or weaker one, but each task must be
completed, explained openly, aloud, and the whole
group must control it. If the task is the same for the
group, after the whole group has completed the task,
the teacher can discuss the work of different groups in
general. If the task is different, each group can
complete it separately. After the teacher is sure that
the educational material has been mastered by the
students, he conducts a test to determine their
understanding and mastery. In this case, the teacher
approaches the students individually, taking into
account their level of knowledge, and provides the task.
The grades received by each student are summarized
and the overall grade of the group is announced. In this
case, instead of competing with strong students, each
student competes with himself, completing his task,
and seeks to increase the grades for the group. This
organization of education can be used in educational
institutions of exact and natural sciences. Another form
of pedagogical multi-vector educational technology of
cooperative learning is the organization of team-game
activities. In this case, as before, the teacher explains a
new topic and directs students to master the
educational material in groups. However, to assess the
results of mastering, weekly competition tournaments
are organized between teams. For this, “competition
tables” consisting of three students are organized, in
which equally mastering students organize a
competition. Such teaching gives more positive results
in applied psychology and natural sciences. Tasks are
stratified and given according to the level of
complexity. The winner of each table brings the same
amount of points to his team. In this case, free masters
also compete with their peers and give their team a
score. The team of students with the highest score in
the competition is declared the winner and awarded.
Another manifestation of this technology of organizing
cooperative learning through pedagogical and
psychological training is individual work in a group. In
this case, students receive individual tasks based on the
results of previously mastered knowledge and
complete them at their own pace. In this form of
education based on such multi-vector approaches,
teams can engage in various activities. Team members
help each other complete their individual tasks and
record their achievements or mastery in a special
journal. Final assessment tests are carried out
individually by the students themselves. The teacher
takes into account the topics and tasks worked on by
each member of the team each week based on the
program and curriculum. In this case, the teacher
should emphasize the achievements of the groups.
Since the students themselves work independently, the
teacher has more opportunities to work with individual
groups or students. This organization of students'
activities in the educational process is most useful in
teaching physics, mathematics, and chemistry. The
form of applying cooperative learning to reading and
creative activities can often be used in subgroups. In
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
this case, a group of 4 students is divided into pairs.
While the teacher works with one pair of students, the
other independently reads to each other and makes a
plan for what they will tell. They highlight the main
ideas, write answers to questions in the text, practice
writing correctly, and work with a dictionary. Tests to
assess student knowledge are conducted after teachers
are convinced of their full preparation. In the
collaborative method of cooperative learning, using the
“We Read Together” pedagogical method, the class is
divided into groups of 3-5 students with different
learning styles. Each group receives a task that is part
of the general topic of the class. The joint work of each
member of the group leads to the mastery of the entire
educational material. The main principle of work is to
reward the entire team, an individual approach to
students, and create equal opportunities for everyone.
Rewarding the group depends on the results achieved
by each student. In this case, when forming groups, it is
important for the teacher to pay attention to the
individual and psychological characteristics of students
and to formulate specific tasks for each group. Within
the group, each student determines their own place. In
this form of learning, groups, along with a creative goal,
carry out the socio-psychological task of monitoring the
culture of completing the tasks of their comrades and
mutual communication. The teacher constantly
monitors these two goals of education.
CONCLUSION
For the above forms of colloborative learning through
multi-vector pedagogical and psychological trainings,
the proximity of common goals and tasks, equal
opportunities for students in learning are individual
responsibility. At the same time, cooperation, not
competition in the group, and the mutual interest of
group members in a common goal and success are the
determining factors. It is important to understand that
equal opportunities pave the way for students to
improve and strive for progress. Most importantly, the
role of the teacher in the educational process is
determined by helping students acquire independent
knowledge. In addition to teaching students ready-
made knowledge, he understands the importance of
teaching them to think independently, creatively, to
critically look at their own personality and knowledge,
to analyze information, to distinguish what is necessary
from it, to draw conclusions, to justify their opinions.
The main goal of cooperative learning is that
independent work on the problem being studied
becomes the norm and the main direction of activity.
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