No. 06 (2025) Volume 05 Issue 06

Alalia, a neurogenic speech disorder characterised by a profound delay or absence of expressive and/or receptive language, presents a complex challenge for speech-language pathologists and special-needs educators. Traditional drill-based correction tends to neglect the socio-cognitive underpinnings of language acquisition, limiting long-term generalisation. This study investigates how interactive methods—defined as dialogic, game-mediated, and technology-supported interventions—facilitate neural and behavioural plasticity in children aged 4 to 7 diagnosed with motor or sensory alalia. Drawing on socio-cultural theory and contemporary neurolinguistic models, the research employs a mixed-method, embedded-design study across two clinical centres in Tashkent and Namangan. Quantitative analysis of the adapted Preschool Language Scale (PLS-5) and the Peabody Picture Vocabulary Test (PPVT-4) demonstrates statistically significant improvements in expressive vocabulary, syntactic complexity, and pragmatic turn-taking compared with a matched control cohort receiving conventional therapy. Qualitative micro-analysis of therapy video transcripts reveals that multimodal feedback loops, peer scaffolding, and augmented-reality prompts jointly create a “linguistic playground” in which children rehearse—and automatise—core speech acts. The discussion integrates these findings within a neuroconstructivist framework, arguing that interactive methods not only accelerate cortical language network activation but also nurture socio-emotional competence critical for sustainable communicative growth. The article concludes with recommendations for curriculum designers, clinicians, and policy makers seeking to embed interactive paradigms in early intervention programmes.  

This article analyzes the role of the teacher's methodological skills in the process of forming life competencies in primary school students. It reveals the importance of modern pedagogical technologies, interactive methods and practical exercises in developing students' adaptation to everyday life, independent thinking, and problem-solving skills. Special attention is paid to the teacher's methodological approach, careful development of the lesson plan, his role in creating a motivational environment and the effectiveness of using innovative methods.  

The formation of logical thinking is considered a cornerstone of professional readiness for future primary school teachers because it underpins lesson design, classroom decision-making, and children’s cognitive development. Although logic-oriented courses are present in most teacher-education programmes, many graduates still demonstrate fragmented analytical skills that hamper their ability to scaffold pupils’ reasoning. The present study proposes and validates an integrative methodology that systematically intertwines formal logic, problem-based learning, and metacognitive reflection across pedagogical disciplines. A mixed-methods design combined a quasi-experiment with qualitative classroom observation in two universities. Quantitative data from pre- and post-intervention tests (N = 124) revealed a statistically significant increase in composite logical-thinking scores in the experimental cohort (t = 4.73; p < 0.01), while control-group gains remained modest and non-significant. Qualitative findings corroborated the numerical trend: student–teachers who experienced the integrative methodology displayed richer theorem-based argumentation, more consistent use of deductive steps, and higher adaptability when modelling tasks for pupils. The article discusses curriculum implications, emphasising the importance of iterative reflection sessions and authentic micro-teaching to consolidate logical habits of mind. It concludes that a carefully scaffolded sequence of logic-embedded activities can elevate future teachers’ professional reasoning and, ultimately, enhance the logical culture of primary classrooms.

This article provides a scientific analysis of the main working forms of working with the family from a psychological, pedagogical and social perspective. It discusses the interrelationship between the family and society, the educational processes occurring in the family, and the importance of organizing effective cooperation with parents. It illustrates with examples how positive results can be achieved through various family-oriented methods, counseling, psychological support and preventive measures. The article also discusses the experiences of modern educational institutions and social specialists in working with families, innovative methods and ideas about the effectiveness of activities carried out using digital tools.

The article explores modern pedagogical technologies, their significance, and methods of effective implementation in the educational process. Innovative approaches such as information and communication technologies, interactive methods, digital platforms, STEAM education, blended and flipped learning are analyzed. The study highlights strategies to enhance students’ engagement and creativity. It also addresses challenges encountered in applying modern pedagogical technologies and suggests potential solutions.

Modernizing ideological education in the Armed Forces of the Republic of Uzbekistan requires a shift from predominantly exhortative and event-driven practices to a scientifically grounded, competence-based model that integrates national spiritual values with contemporary pedagogical technologies. Drawing on the 2024 Presidential Concept for enhancing spiritual–enlightenment work in the military, field observations in training centers, and thirty semi-structured interviews with instructors and cadets, this article formulates a methodological framework aimed at strengthening moral–psychological resilience, civic responsibility, and information-psychological security among servicemen. The proposed model combines modular content design, problem-based learning, digital media integration, formative assessment, and continuous feedback loops. Empirical results obtained during a six-month pilot at the Chirchiq Higher Tank Command School demonstrate a statistically significant rise in the cadets’ legal awareness, value-motivational stability, and coping efficacy. The findings suggest that sustained modernization hinges on systemic instructor retraining, interagency partnership, and evidence-based evaluation mechanisms.

This article examines innovative pedagogical technologies aimed at fostering independent thinking skills in students through the integration of modern educational tools. Emphasis is placed on the role of interactive and student-centered methods that stimulate critical, creative, and reflective thinking. Drawing upon national policy documents, particularly presidential decrees on education and spirituality, the article provides theoretical insights and practical strategies for applying modern technologies such as infographics, audiobooks, and situational learning in the classroom. Charts and examples illustrate the effectiveness of these methods in the context of competency-based learning.  

This study explores a classroom-based strategy designed to enhance vocabulary retention and sentence construction in EFL learners through controlled translation and emotional engagement. Initially, students avoided translating new vocabulary, which led to low retention and difficulty using words in context. After introducing a strategy of translating new words into the learners' mother tongue and providing cultural, emotional, and contextual explanations, vocabulary retention and classroom participation improved significantly. The study also emphasizes the role of emotional resonance in activating learners' vocabulary and language fluency. Emotional and cultural factors play a critical role in anchoring vocabulary into long-term memory, especially when learners experience a sense of personal connection to the language they are acquiring. These insights support a balanced approach to translation in EFL pedagogy, highlighting the need to connect words not only to meaning but also to learners’ feelings, beliefs, and lived experiences for holistic language acquisition.  

This scientific article describes the most important factors influencing the choice of a profession by adolescents - parents and their attitude, the role of parents in the choice of a profession by their adolescent children, positive and negative influences, as well as psychological methods and techniques that should manifest themselves in the correct choice of a profession by adolescents.  

Socio-cultural competence is a key skill in the digital age, enabling students to critically evaluate information sources related to Korean culture, identify reliable data, and engage with cultural contexts responsibly. This article explores the significance of country studies texts in Korean language education for developing socio-cultural competence and presents the main criteria for selecting such texts. By linking criteria such as authenticity, modernity, cultural relevance, language complexity level, and alignment with the curriculum to practical strategies, the article provides a foundation for enhancing students’ socio-cultural competence. Practical strategies include applying a three-stage system for working with texts, exercises for analyzing cultural realities, comparative analysis, and independent projects aimed at deepening cultural knowledge. These approaches not only enrich students’ understanding of Korean culture but also promote thoughtful and analytical engagement. This article contributes to the development of teaching methodologies that foster conscious, reflective, and ethically responsible socio-cultural competence in students.  

Ensuring equitable access to quality education for students with disabilities is a central priority in modern educational systems. In recent years, Artificial Intelligence (AI) technologies have emerged as powerful tools in special education, enabling individualized instruction, the development of adaptive learning materials, and improved academic outcomes. This paper explores the methods by which AI can enhance the educational performance of students with disabilities.

The study draws upon current academic literature, international experiences, and technological solutions, including speech-to-text systems, emotion recognition technologies, and personalized learning platforms. It also examines the pedagogical, psychological, and ethical dimensions of AI use in inclusive education settings. The findings suggest that when strategically and methodologically implemented, AI can significantly improve learning outcomes for students with special needs. The article concludes with practical recommendations aligned with the principles of inclusive education.  

Independent learning is essential for music teachers whose professional growth relies on continuous self-directed practice, critical listening, and creative experimentation. The article synthesises psychological, pedagogical, and musicological theories to establish a conceptual basis for cultivating independent learning skills in undergraduate music-teacher education. A qualitative meta-analysis of 127 peer-reviewed publications (1995-2025) was conducted, triangulated with a focus-group study involving twenty-five conservatoire instructors from Central Asia, Europe, and North America. Analysis revealed that the most influential constructs are self-regulated learning, reflective practice, and culturally mediated musicianship; these converge in a six-component model that links motivation, metacognition, and domain-specific knowledge with social and technological affordances. The model positions musical autonomy not as isolated practice but as dialogic engagement with cultural repertoires, digital tools, and professional communities. Implications include curriculum redesign that embeds sequenced reflection, scaffolded repertoire selection, and technology-enhanced feedback loops. The proposed framework provides music-teacher educators with a theoretical map for systematically nurturing lifelong, self-sustaining learners.  

The accelerating complexity of contemporary classrooms demands that teacher-education programmes shift from transmissive training to adaptive formation of pedagogical skills. This article elaborates a functional approach as the conceptual basis for improving the methodology of skill development in future teachers. Drawing upon functional linguistics, systems thinking, and professional action theory, the study proposes that pedagogical skills are best construed as context-dependent functions embedded in instructional situations rather than as decontextualised techniques. A design-based research project conducted at Fergana State University piloted an enhanced methodology featuring function-oriented task cycles, reflective dialogue, and performance analytics. Mixed-methods evaluation revealed statistically significant gains in planning coherence, classroom interaction quality, and adaptive decision-making when compared with a control cohort following a conventional competency-based curriculum. Qualitative findings indicate that the functional approach cultivates an integrated professional vision, enabling novices to map instructional challenges onto purposeful actions with greater agility. The discussion positions the revised methodology within global teacher-education reforms and offers implementation guidelines for curriculum designers and teacher educators.  

This study explores the role of formative assessment (FA) in improving the speaking skills of English as a Foreign Language (EFL) learners in Uzbekistan. The research focuses on how self-assessment, peer feedback, and teacher-led formative strategies impact learners’ fluency, accuracy, and overall confidence in oral communication. A mixed-method study was conducted at a secondary school involving 30 pre-intermediate learners. Data were collected through observation, speaking tasks, and surveys. The findings reveal that regular use of formative assessment helps increase student motivation, speaking performance, and classroom participation. The paper concludes with recommendations for EFL teachers and policymakers to integrate formative practices in English language teaching.  

The article examines how pedagogical support that stimulates students’ learning initiatives can be systematically harmonised with the broader goals of national upbringing when it is grounded in the values, symbols, and communicative practices of a nation’s culture. Drawing on socio-cultural learning theory and contemporary research on culturally responsive pedagogy, the study analyses an educational intervention carried out in upper-secondary schools that combines initiative-based project work with modules on cultural heritage. A mixed-methods design—incorporating classroom observations, semi-structured interviews, and comparative achievement data—was employed to investigate how the integration of national cultural elements shapes motivational dynamics, cognitive engagement, and socio-emotional outcomes. Results reveal statistically significant gains in self-regulated learning behaviours and cultural identity affirmation among the experimental group relative to a control cohort, alongside qualitative evidence of deeper student–teacher dialogic interaction. The discussion situates these findings within global debates on localisation versus universalisation in curriculum design, arguing that national culture, when treated as a dynamic resource rather than a static canon, can enrich initiative-based learning without sacrificing academic rigour. Recommendations are offered for teacher professional development, curriculum policy, and further research on culturally grounded pedagogical ecosystems.  

The growing complexity of professional environments requires university graduates to master not only specialised knowledge but also the ability to communicate effectively in diverse workplace contexts. This article analyses the pedagogical conditions that support the formation of students’ professional communication competence. Drawing on socio constructivist and activity based learning theories, the study examines curricular integration, interactive learning environments and reflective assessment as key factors. A mixed methods design was employed: quantitative surveys of 412 undergraduates across three Uzbek universities were complemented by qualitative classroom observations and semi structured interviews with 28 instructors. Results indicate that the interplay of problem centred tasks, mentorship oriented feedback and technology enhanced collaboration significantly increases students’ communicative self efficacy and pragmatic adaptability. The findings contribute to instructional design by offering a model that embeds professional discourse genres within domain subjects while maintaining alignment with national educational standards. Recommendations are provided for administrators and instructors seeking to foster robust communicative competences aligned with industry expectations.  

This article examines the socio-pedagogical integration of student-athletes with disabilities, emphasizing how inclusive sports initiatives can serve as powerful catalysts for social inclusion, personal development, and community transformation. It begins by defining integration as a commitment to dismantling structural barriers and discriminatory attitudes, ensuring equal participation opportunities in sports and education. Drawing on action-based research and qualitative observations, the study illustrates how specialized sports programs positively impact students’ physical, emotional, and social well-being, fostering self-confidence, psychological resilience, and stronger peer relationships. The discussion highlights the role of policymakers, educators, and local communities in creating sustainable frameworks through adequate funding, facility adaptation, and targeted coach training. Furthermore, the article underscores the importance of shifting societal perceptions and promoting inclusive cultures that value the strengths of individuals with disabilities. Ultimately, the findings suggest that a robust, multi-layered approach—combining policy support, institutional commitment, and community collaboration—can transform schools and communities into inclusive environments where student-athletes with disabilities thrive and contribute meaningfully.  

This article analyzes the role and significance of the class of the teacher and performer F.N. Vasiliev, who played an important role in the development of the performance of folk instruments. F.N. Vasiliev's methodological approaches, his unique methods in the formation of performing skills in students, and his contribution to the stage and academic development of folk instruments are scientifically covered. The article also shows how the curriculum, repertoire selection, and approach to performance techniques of the Vasiliev class meet modern pedagogical requirements. The analysis is carried out on a comparative basis with national and world experience in the performance of folk instruments, and the relevance of the Vasiliev school in today's music education system is highlighted.  

This article provides a comprehensive analysis of the theoretical aspects of pedagogical monitoring in the higher education system. The essence of the concept of monitoring in the pedagogical context, its goals and objectives, as well as its role in assessing the quality of the educational process are highlighted. The article considers the scientific and theoretical foundations of modern monitoring mechanisms, ways to increase their effectiveness and issues of integration into the educational process. The importance of monitoring tools in the development of students' knowledge, skills and competencies is also analyzed. It is substantiated that through continuous monitoring in the educational process, it is possible to improve the quality and effectiveness of education and improve the interaction between teachers and students. The types, stages and principles of pedagogical monitoring are covered from a scientific point of view.  

This article discusses a multi-stage teaching methodology designed for students of the "Light Industry Engineering" program during the study of the subject "Information Technologies in Technical Systems." The methodology aims to develop theoretical knowledge in IT, practical skills in software and system management, competencies in modeling, simulation, creative thinking, and ethical responsibility. It emphasizes active, project-based, and non-standard learning within an information-rich educational environment, fostering students’ ability to work both independently and collaboratively.  

Thе digitаl trаnsfоrmаtiоn оf еduсаtiоn nесеssitаtеs innоvаtivе tеасhing prасtiсеs аnd digitаlly соmpеtеnt еduсаtоrs. This аrtiсlе еxplоrеs intеrnаtiоnаl еxpеriеnсеs in prеpаring tеасhеrs fоr innоvаtivе асtivitiеs bаsеd оn digitаl tесhnоlоgiеs. Drаwing frоm glоbаl mоdеls suсh аs TPАСK, DigСоmpЕdu, аnd rеаl-wоrld prасtiсеs in соuntriеs likе Finlаnd, Singаpоrе, аnd thе Unitеd Stаtеs, thе pаpеr аnаlyzеs еffесtivе strаtеgiеs аnd pеrsistеnt сhаllеngеs. Findings suggеst thаt blеndеd lеаrning, digitаl mеntоrship, асtiоn rеsеаrсh, аnd suppоrtivе pоliсy frаmеwоrks аrе сritiсаl in еquipping tеасhеrs fоr digitаl innоvаtiоn. Thе pаpеr соnсludеs with rесоmmеndаtiоns fоr sustаinаblе tеасhеr trаining prоgrаms thаt fоstеr сrеаtivity, аdаptаbility, аnd соntinuоus prоfеssiоnаl grоwth.  

This article examines the importance of developing psychological thinking in students as part of effective teaching. Psychological thinking—reflecting on thoughts, emotions, and behaviors—enhances learning, emotional regulation, and social interaction. The article discusses strategies teachers can use to promote this skill, such as reflective writing and social-emotional learning activities. It also highlights the challenges educators face and calls for integrating psychological thinking into mainstream education.  

The integration of statistical methods into data analysis is essential across scientific disciplines, ensuring rigor and validity in empirical research. Among the various software tools available for statistical processing, IBM’s Statistical Package for the Social Sciences (SPSS) has become one of the most widely adopted platforms due to its user-friendly interface and robust analytical capabilities. This article explores the implementation of key statistical methods in SPSS software, analyzing its theoretical foundations, practical applications, and implications for empirical research. The study details the core functions and methodological features of SPSS, discusses challenges and advantages of its use, and examines the impact of SPSS-enabled analyses on research reliability and reproducibility. Real-world examples from diverse fields are considered to illustrate the versatility and depth of SPSS’s statistical toolset. The discussion highlights considerations for researchers in selecting appropriate statistical techniques and optimizing workflow within SPSS. The article concludes by reflecting on the software’s role in modern data analysis and the future trajectory of statistical computing.  

This paper explores the educational significance of proverbs and riddles in primary education. Proverbs and riddles, as integral parts of oral folk literature, play a vital role in shaping children's language skills, cultural awareness, and critical thinking abilities. The use of these traditional forms in the classroom not only enhances vocabulary and comprehension but also fosters creativity, problem-solving, and moral development. By integrating proverbs and riddles into the curriculum, educators can create an engaging and culturally relevant learning environment that supports holistic child development. The study emphasizes the value of these linguistic tools in promoting active participation, memory retention, and social interaction among young learners.  

Memory retention is a crucial component of effective learning. While rote memorization can be tedious and inefficient, mnemonic techniques offer a powerful alternative for encoding and retrieving information. This article explores the application of various mnemonic devices, examining their effectiveness in improving recall across diverse subjects. We analyze the underlying mechanisms of mnemonics, discuss practical implementation strategies, and highlight their potential for enhancing learning outcomes. The study aims to provide a comprehensive understanding of mnemonic techniques and their role in optimizing memory processes.