International Journal of Pedagogics
165
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
165-168
10.37547/ijp/Volume05Issue03-46
Modern requirements and laws of integration of
education, science and production
Samadova Malika Xasan qizi
Doctoral student of Karshi State University, Uzbekistan
Received:
28 January 2025;
Accepted:
27 February 2025;
Published:
25 March 2025
Abstract:
The article considers the modern requirements and opportunities for the development of the
integration of education, science and production as an important component of socio-economic development.
Particular attention is paid to the coordination of educational processes, scientific research and production
activities, the creation of effective cooperation between these areas. The main areas of integration that contribute
to the training of highly qualified specialists and the introduction of innovative technologies are discussed.
Keywords:
Educational processes, integration, methodological foundations, innovative pedagogical technologies,
integration processes, systemic approach, methodological approach.
Introduction:
The integration of education, science and
production is one of the important directions of
modern social and economic development. This
integration is aimed at coordinating educational
processes, scientific research and production activities,
ensuring their interaction and cooperation. The main
goal of integration is to effectively manage the
interaction of education, science and production,
thereby developing innovative technologies aimed at
training highly qualified personnel and updating
production. The concept of integration and its
principles play an important role in conducting
research in various fields. Its theoretical foundations
are based on the following concepts:
- the spiritual foundations of integration are aimed at
forming the responsibility of young people for society,
economy, environmental sustainability and culture in
scientific activities and production processes.
-
- refers to the role and importance of education
and science in socio-economic development. The
integration of scientific and educational spheres with
the production sphere serves to develop intellectual
capital.
-
- integration between production and science
contributes to the development of innovative thinking,
which creates an opportunity to introduce new
technologies and methodologies.
There are the following methodological foundations for
implementing the integration process:
-
synthesis of practical and theoretical
knowledge: Integration of education and production is
based on the integration of theoretical knowledge and
practice, monitoring their interaction and conducting
practical research.
-
adaptation of education to economic and
social problems. Today, in the development of the
education system, the provision of knowledge and skills
aimed at improving production and employment is of
great importance.
- identifying needs and requirements in production: In
order to train personnel who meet modern production
requirements, the education system must be aligned
with the needs and requirements of production.
By studying the theoretical and methodological
foundations of the integration of education, science
and production, the essence and regularities of the
integration processes in education were revealed,
creating a single educational space in conjunction with
production and science. The regularities of the
integration of education, science and production
include:
- the productivity of integration is achieved under the
condition of interest in the development of various
relations between education, scientific institutions and
production;
International Journal of Pedagogics
166
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
- the effectiveness of integration increases under the
condition of increasing the number of its structurally
isomorphic components;
- a high level of quality of training of specialists is
achieved under the condition of achieving a
harmonious correspondence between the needs and
requirements of all subjects of the integrative
interaction of education, science and production;
- the competitiveness of future engineers and their
orientation to work in the industry are ensured by
including the integration of education, science and
production in the content of training.
Integration processes in education contribute to the
formation of a single educational space in cooperation
with production and science. In practice, the formation
of an educational space in cooperation with production
and science, the unification of the information spaces
of science and production; the transfer of concepts,
ideas,
principles,
knowledge,
methods
and
technologies from one sphere to another and their
effective use; can be carried out on the basis of the
formation of new forms of collective activity. The
organization of elements of the “Education
- Science -
Production” system determines
the development of
various forms of information interaction. Management
of the development of integration processes in a
technical higher educational institution is achieved
through the effective interaction of all interested
structures and involves: organizing the educational
process in accordance with the requirements of
employers for the qualifications of graduates;
assessment of the quality of training of specialists by
independent expert commissions on the basis of tests
developed jointly with employers; certification of
qualification
profiles of
graduates
with
the
participation of social partners; introduction of
innovative
pedagogical
technologies,
primarily
modular-competency
technologies,
into
the
educational process; organization of student practice in
modern equipment under production conditions;
variant forms of social partnership.
The next task of the research is to reveal the structure
and content of the integration of education, science
and production as a separate model of social
partnership and to determine its effectiveness.
Today, none of the researchers has doubts about the
fact that science cannot exist without a philosophical
understanding of natural and social reality. In this, the
principle as a separate epistemological phenomenon
plays an important role in the philosophical
understanding of natural and social reality. One of the
tasks of the research is to develop the concept of
integration of education, science and production on the
basis of general and pedagogical principles. To fulfill
this task, it will be necessary to describe modern
scientific approaches to the integration of education,
science and production.
Methodological approach is a set of paradigmatic,
syntagmatic and pragmatic structures and mechanisms
in knowledge and/or practice that characterize
competing (or historically replacing) strategies and
programs in science [2]. The theoretical and
methodological foundations of the integration of
education, science and production can be identified by
the following modern scientific approaches: systemic,
content-structural, gnostic, functional, stratified,
acmeological, competency, axiological, and person-
oriented. We will consider some of these approaches in
more detail.
The systems approach is aimed at studying activity as a
system [1], that is, as a certain integrity, the interaction
of which consists of a set of components that form new,
integrative (emergent) qualities, which are not a
mechanical sum of the qualities of the parts that make
up it. Any system, on the one hand, is part of a higher-
order system with various connections and
relationships with it, and on the other hand, it consists
of parts that can also be considered as subsystems. A
system is an integrative integrity with common
characteristics, which include the unity and
interdependence of various structural elements united
by a common integrity and a single coordinated
activity. The internal organization of the system is
characterized by the connections and interdependence
between all components of the system and the
environment. Taking into account the fact that
engineering activity is inherently a complex
multifunctional system and that engineering thinking is
multi-screen, we initially direct the study to the use of
a systems approach. We consider the systemic
approach as strategic, to which we fundamentally
connect other scientific approaches that are effective
in solving this research problem. The systemic
approach is a general scientific approach. It is
characterized
by
universality,
modelity,
and
modularity, which allows us to distinguish the elements
that make up this system and identify the
interconnected features and qualities in the structure
of the system. The systemic approach, which
represents the definition of the dialectical method of
knowledge, is part of the general methodology and
reflects the way of thinking in production, which
modern science and knowledge require, its integrative
nature.
The integration of education, science and production
will have a direct impact on technological, social and
economic development in the future. For example,
International Journal of Pedagogics
167
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International Journal of Pedagogics (ISSN: 2771-2281)
innovations in the fields of automation, digitalization
and artificial intelligence will play an important role in
the future of integration. Taking into account the
integrative nature of the transformative activity of an
engineer, the process of professional training of a
modern specialist should be systematically oriented.
The integration of education, science and production
implies the implementation of interdisciplinary (inter-
subject) connections, mutual enrichment of knowledge
in different fields, unity of knowledge, continuity of
different stages of education, interaction of the
processes of mastering theory and its application in
practice. The goal of the integration of education,
science and production is to develop and enrich the
creative potential of the individual (V.P. Toporovsky,
E.P. Pecherskaya, G.K. Borozenets, E.O. Galitskikh and
others). A systematic approach allows, at the level of
goal-oriented and management components, to
coordinate the achievement of various goals within a
single educational process, and at the level of content
and management components, to form a system of
transdisciplinary (interdisciplinary) knowledge, skills
and qualifications that provide a high level of
professional competence in the field of production that
requires knowledge. Therefore, a systematic approach
to the integration of education, science and production
is dialectically interconnected with an integrative
approach. The determining factor of the pedagogical
process is the goal. It influences the content, methods
and forms of professional training of an engineer,
subordinating them to itself.
The goal of preparing an engineer for modern
multifunctional activity in an integrated educational
environment is to connect all the components of the
pedagogical
system
-
gnostic,
constructive,
organizational and communicative; unite them and
determine the place of each of them. Using the
integration potential of the “education
-science-
production” system, it is necessary
to develop
functional principles and models for the development,
testing and support of professionally oriented
educational activities, and to prevent the disconnection
of connections between education, science and
production technologies in bringing them to a
complete, competent form. The educational activity of
students consists of professionally oriented tasks that
are consistently solved.
The integration of science and production is the main
method of improving the education system. The
importance of this integration can be explained as
follows:
-
integration of production and science allows
for the development of new technologies and their
application in the practical sphere. This, in turn,
increases the efficiency of production and develops the
economy.
-
through integration, new technical and
innovative innovations are introduced into production,
which leads to the creation of new jobs.
-
the connection between science and
production serves to apply research in practice or
production. This, of course, helps to create new
products and services.This integration makes it possible
to train highly qualified personnel that meet the
requirements of the modern economy and use
innovative technologies in production.
At the same time, the necessary changes in
globalization and innovation are important aspects of
this integration. Cooperation between education,
science and industry, training personnel that meet the
needs of each sector, and implementing innovative
ideas into practice serve. The integration of education,
science and industry is important not only in theory,
but also in practice. The integration of science and
production is the main method of improving the
education system.
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International Journal of Pedagogics
168
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International Journal of Pedagogics (ISSN: 2771-2281)
извлечено
от
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article/view/2403
