No. 06 (2025) Volume 05 Issue 06

This article analyzes the theoretical and methodological foundations of a model aimed at the formation and development of the professional competence of future pedagogy teachers. The concept of competence, its components, and its significance in the educational process are explained based on scientific literature. Within the scope of the research, a model for developing professional competence in accordance with modern educational requirements is proposed, and its effectiveness is substantiated through practical experience. The article contributes to enhancing the efficiency of training pedagogy teachers in higher pedagogical educational institutions.

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.

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.

The article explores innovative art-pedagogical technologies as a means of developing the aesthetic and creative competence of future teachers in the context of education digitalization. The methodological foundations of art pedagogy are examined, and the principles of integrating digital technologies with artistic and creative activities are identified. The paper provides examples of effective digital art practices that foster creative thinking, emotional responsiveness, and aesthetic perception.

The paper investigates the most common English legal phrases, their lexical meaning and usage features are given. Discursive competence makes a significant part of the professional vocabulary, demonstrates the rich, original and unique character of the language, therefore, one of the aim of the article is the knowledge of stable expressions contributes to a significant increase in the vocabulary of law students, thereby contributing to the formation of their secondary linguistic personality. Furthermore, the article depicts to classify the most popular English legal languages according to their subject, which makes it much easier for students to find the necessary lexical units for successful and productive foreign language communication.  

This article explores the role of artificial intelligence (AI) in enhancing English vocabulary learning, particularly for children. It highlights how tools like ChatGPT, Duolingo, Kahoot, Quizlet, and Google Translate improve vocabulary retention, engagement, and motivation through interactive features and personalized feedback. The study also discusses challenges such as limited teacher training, ethical concerns, and technological barriers. Overall, it emphasizes the need for integrating AI tools into language curricula and training educators to use them effectively in English Language Teaching (ELT).  

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 article examines modern approaches to organizing the pedagogical practice of future music teachers, with a focus on the cluster model. Based on the analysis of theoretical sources and the results of empirical research, the advantages and limitations of traditional forms of practice are revealed, and the effectiveness of the cluster model is substantiated as an innovative tool for developing professional competence. Examples of project-based and digital practice are presented, along with recommendations for implementing the model within the music-pedagogical education system.  

The article analyzes the contribution to the development of spiritual culture of the educator Makhmudkhoja Behbudi, who was one of the outstanding leaders of the national revival movement that emerged in Turkestan in the XX century, who played an important role in awakening the public consciousness of the Uzbek people at that time. Possessing a broad outlook and deep knowledge, he has always opposed conservatism and ignorance and in his works called for the correct understanding and interpretation of the Islamic religion. His goal was to enlighten the people and bring them to the level of highly developed peoples of the world, to build an advanced society in all respects, a state based on the unshakable principles of humanism and democracy. In the legacy of Makhmudkhoja Behbudi, attention is paid to highlighting the issues of science, morality, the influence of art on the spiritual culture of youth, on the understanding of national identity. In satya, the modern meaning of Behbudi's work is investigated.  

The rapid diffusion of generative artificial-intelligence (AI) tools such as ChatGPT is reshaping language-learning ecologies. While early adopters have focused on gains in fluency and accuracy, a more compelling pedagogical question is whether AI can cultivate higher-order thinking skills (HOTS)—analysis, evaluation and creative synthesis—in English as a Second Language (ESL) learners. The present study examines an intervention in which undergraduate ESL students completed a sequence of argumentative and reflective writing tasks mediated by an AI co-writer that provided dynamic scaffolding, metacognitive prompts and automated discourse analysis. Grounded in Bloom’s revised taxonomy and socio-constructivist learning theory, the mixed-methods design combined quasi-experimental pre- and post-testing with thematic analysis of learner journals. Quantitative results showed statistically significant improvements (p < 0.05) in students’ HOTS rubric scores compared with a control group engaged in traditional peer-review cycles. Qualitative data revealed heightened metalinguistic awareness and strategic risk-taking in idea development. The findings suggest that, when carefully orchestrated, AI-supported writing can transcend mere linguistic assistance and become a catalyst for deeper cognitive processing. Pedagogical implications and design principles for AI-enhanced assessments that preserve academic integrity are discussed.  

The International Mathematics Olympiad “Kangaroo” has become one of the world’s largest mathematics competitions for schoolchildren, fostering interest in problem-solving and logical reasoning from an early age. Effective preparation of primary school students for this contest requires a methodology that balances the development of conceptual understanding, procedural fluency, and motivational factors. This article elucidates an evidence-based instructional model designed to equip pupils of grades 1–4 with the skills and dispositions needed for successful participation. Drawing on sociocultural learning theory, metacognitive strategy research, and recent findings in mathematics education, the study combines classroom observations, quasi-experimental interventions, and qualitative feedback from teachers and students across four Uzbek primary schools. Results demonstrate significant improvements in students’ problem-solving accuracy, flexible thinking, and mathematical self-efficacy when the proposed methodology is implemented over a 12-week period. The discussion highlights pedagogical implications for curriculum designers, teacher trainers, and policymakers aiming to integrate Olympiad-oriented activities into everyday mathematics instruction without compromising national standards.  

This scientific article thoroughly analyzes the role of electronic learning resources in the modern vocational education system and their significance in comprehensively preparing students for professional activities. The article also examines the practical aspects of enhancing the effectiveness of vocational training through various forms of electronic learning resources—such as interactive textbooks, simulations, virtual environments, and distance learning platforms. Moreover, it presents proposals and recommendations for the comprehensive integration of these resources into the educational process.  

This research explores the application of differentiated analytic testing in the multilingual environment of English as a Foreign Language (EFL), with particular regard to four learners of B1 level preparing to take the essential B2 Multilevel English test in Uzbekistan. Utilizing the case study research method based on Krashen's Input Hypothesis and Kinginger's sociocultural models, the research presents the vital roles of the adapted rubrics, scaffolded testing, and emotional preparedness in providing equal and reliable evaluations of learners' abilities. The main findings underscore the essential need for research methods with cultural sensitivity and tailored support in tests to facilitate linguistic balance and provide equal learning opportunities.  

Adequate sleep in the preschool period (3–6 years) is increasingly recognised as a biological requirement for optimal neurodevelopment. Insufficient sleep—whether from curtailed nocturnal duration or fragmented napping—has been linked to alterations in cortical thickness, synaptic pruning, executive-function maturation and later behavioural outcomes. The present study addresses a gap in Central Asian paediatric sleep research by (i) synthesising recent global evidence and (ii) presenting original data from an observational cohort in Tashkent, Uzbekistan. One hundred and forty-two healthy preschoolers were followed for nine months with actigraphy, polysomnography-validated home EEG caps, salivary cortisol assays and magnetic-resonance-based morphometry. Multilevel regression showed that every 30-minute nightly sleep deficit relative to the American Academy of Sleep Medicine guideline predicted a 2.3 % reduction in prefrontal cortical volume (β = -0.47, p < 0.01), attenuated spindle density and slower executive-function gains on the Dimensional Change Card Sort. Daytime naps mitigated 38 % of the structural variance. The data confirm international reports that neuroplastic processes in early childhood are sleep-dependent and suggest culturally adapted sleep-education programmes are warranted.  

This article discusses a currently relevant issue, namely, the development of students' creative skills in the process of working on a portrait pencil drawing.  

The goal is to study the technique of passing the ball from the top with two hands for 12-13-year-old volleyball players and to develop it rapidly with the help of selected action games. At the initial stage of training in sports technique, the issues of using mobile games were conducted on the example of young volleyball players. In the study, special exercises and action games aimed at forming the technique of receiving and passing the ball with two hands from above in 12-13-year-old volleyball players engaged in the initial training stage were selected based on the research.  

The rapid proliferation of Artificial Intelligence (AI) across various sectors necessitates a well-informed and capable populace, particularly within higher education. As AI reshapes industries and daily life, understanding the AI literacy of future professionals becomes paramount. This study investigates the level of AI literacy among Indonesian higher education students, exploring their knowledge, skills, attitudes, and ethical perceptions regarding AI. Employing a quantitative survey design, data were collected from a diverse sample of university students across different disciplines. The findings reveal varying levels of AI literacy components, highlighting specific areas of strength and areas requiring targeted educational interventions. This research contributes to the growing body of literature on AI literacy measurement and provides crucial insights for curriculum development, pedagogical strategies, and policy formulation in Indonesian higher education to better prepare students for an AI-driven future.

This article is a children's educational institution of higher education in the physiology and hygiene of the sense of smell, which prepares the content and analyzes scientific and theoretical knowledge. The article was prepare by the Institute of Higher Physiology and Hygiene on the fundamental theory of fan training, the practice of the mechanism of formation of reflexivity and the component of reflexivity – pampering of native organisms.

The rapid diffusion of digital technologies, constructivist learning paradigms, and competency-based standards has transformed expectations of teacher preparation programmes worldwide. Within this evolving landscape, the didactic competence of future history educators—understood as the integrated capacity to design, implement, and critically reflect on learning experiences that cultivate historical thinking—emerges as a pivotal quality benchmark. This article explores how innovative instructional methods, including project-based inquiry, flipped classroom design, and immersive digital simulations, shape the formation of didactic competence among pre-service history teachers at Gulistan State University. Employing a convergent mixed-methods design, the study triangulates quantitative gains in competency self-assessment scores with qualitative insights drawn from lesson‐plan analyses and reflective journals produced during a semester-long intervention. Results indicate that systematic exposure to innovation-centred pedagogy significantly elevates pre-service teachers’ mastery of content contextualisation, formative assessment strategies, and student-centred orchestration techniques. However, uneven digital literacy and restricted access to classroom technologies moderate these outcomes, underscoring the necessity of targeted infrastructure investment and sustained mentorship. The article concludes that an integrated approach aligning methodological innovation with reflective practice and institutional support offers a viable pathway for developing robust didactic competence in future history teachers.  

This article highlights that the upbringing of the younger generation as well-rounded individuals requires an entire system — the family, preschool educational institutions, schools, and the local community (mahalla). These institutions should educate children based on the pearls of folk pedagogy, the heritage of ancestors, the advice of great thinkers, and our national values. This, in turn, contributes to increasing the effectiveness of education.  

This article analyzes the importance, advantages and limitations of the use of adaptive learning technologies in the modern educational process. Various practical applications of these technologies are also discussed, including language learning platforms, mathematical problem-solving systems, and opportunities for students with special needs.  

The current stage of higher education development is characterized by the active introduction of digital technologies that transform traditional teaching methods. This article discusses innovative approaches to teaching chemistry in universities in the context of the digital transformation of the educational environment. The possibilities of using electronic educational platforms, virtual laboratories, multimedia resources and adaptive learning systems are analyzed. Special attention is paid to increasing student engagement, developing practical skills in conditions of limited access to physics laboratories, as well as developing critical and systems thinking. The results of the introduction of digital tools into the educational process and their impact on the effectiveness of learning educational material are presented. It is concluded that it is necessary to integrate digital technologies into chemistry teaching as an important factor in modernizing higher education and training competitive specialists in the scientific and technical field.  

This article explores the urgent issues surrounding the development of the professional and creative competencies of future history teachers, focusing on its theoretical and methodological foundations. It provides a scientific and theoretical analysis of key concepts such as “creativity,” “pedagogical creativity,” “professional creativity,” and “creative thinking,” highlighting their differences and commonalities. The article also outlines practical conditions and methodological recommendations for fostering professional creativity in future history teachers, including the creation of an innovative educational environment, the integration of digital technologies, and the development of critical thinking.  

Thе dеvеlорmеnt оf сritiсаl thinking hаs bесоmе а соrnеrstоnе оf mоdеrn еduсаtiоnаl systеms wоrldwidе, drivеn by thе nееd tо еquiр lеаrnеrs with thе skills nесеssаry tо nаvigаtе аn inсrеаsingly соmрlеx аnd dynаmiс glоbаl lаndsсаре. This аrtiсlе еxаminеs kеy trеnds in thе сultivаtiоn оf сritiсаl thinking, fосusing оn mоdеrnizаtiоn аnd innоvаtiоn in реdаgоgiсаl рrасtiсеs. It еxрlоrеs thе intеgrаtiоn оf digitаl tесhnоlоgiеs, intеrdisсiрlinаry аррrоасhеs, аnd рrоjесt-bаsеd lеаrning, whiсh hаvе trаnsfоrmеd trаditiоnаl еduсаtiоnаl раrаdigms. Аdditiоnаlly, thе аrtiсlе disсussеs thе rоlе оf tеасhеr trаining аnd сurriсulum rеfоrm in fоstеring сritiсаl thinking. By аnаlyzing thеsе trеnds, thе study highlights thе сhаllеngеs аnd орроrtunitiеs аssосiаtеd with еmbеdding сritiсаl thinking intо еduсаtiоnаl systеms, еmрhаsizing thе imроrtаnсе оf аdарtаbility аnd innоvаtiоn.  

Performative verbs have unique characteristics that distinguish them from other types of verbs. They are powerful tools for expressing intentions, attitudes, and beliefs, creating social realities, shaping relationships, and asserting authority in communication. By understanding and using performative verbs effectively, speakers can enhance their communication skills and achieve their communicative goals more successfully.