Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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ACTUAL PROBLEMS OF IMPROVING THE SCHOOL EDUCATIONAL PROCESS
WITH THE HELP OF INNOVATIVE DIGITAL TECHNOLOGIES
Azizova Zulfizar Fazilovna
Andijan Regional Pedagogical Center of Excellence
Head of the Department of Preschool, Primary and
Special Education, PhD, Associate Professor
Аннотация:
В данной статье освещаются вопросы развития системы дошкольного
образования с использованием современных инновационных цифровых технологий.
Анализируется значение цифровых ресурсов в совершенствовании образовательного
процесса, рассматриваются актуальные проблемы и пути их решения. Также обсуждаются
перспективы повышения эффективности образования с помощью инновационных
подходов.
Аnnоtаtiоn:
This аrticle highlights the issues оf develоping the preschооl educаtiоn
system thrоugh mоdern innоvаtive digitаl technоlоgies. It аnаlyzes the impоrtаnce оf digitаl
resоurces in imprоving the educаtiоnаl prоcess, identifies current chаllenges, аnd prоpоses
sоlutiоns. The prоspects оf enhаncing educаtiоn effectiveness thrоugh innоvаtive аpprоаches аre
аlsо discussed.
Keywоrds:
дошкольное образование, цифровые технологии, инновации, качество
образования, проблемы, решения, современные подходы.
Ключевые слова:
preschооl educаtiоn, digitаl technоlоgies, innоvаtiоn, quаlity оf
educаtiоn, chаllenges, sоlutiоns, mоdern аpprоаches.
The modern education system is undergoing fundamental changes in the context of
globalization and digital transformation. In particular, the introduction of digital technologies at
the preschool level is gaining importance in supporting and promoting the all-round development
of children. Interactive learning platforms, multimedia tools, virtual environments, and mobile
application-based teaching methods are shaping new pedagogical approaches. However, there
are a number of problems in using digital technologies in preschool education: content that is not
appropriate for the age characteristics of students, insufficient technical infrastructure, low
digital literacy of teaching staff, as well as insufficient development of modern methodologies.
Therefore, improving the preschool educational process through innovative digital technologies
remains one of the pressing issues of today.
One of the important conditions for the effective introduction of artificial intelligence (AI)
technologies in the preschool education system is the availability of modern digital infrastructure.
Unfortunately, most pre-school educational institutions in Uzbekistan lack adequate
infrastructure. This situation serves as an obstacle to the widespread and high-quality
introduction of educational technologies based on AI.
RTypes of digital content and existing gaps:
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The following problems arise in this regard:
Low
level of digital literacy: most educators have difficulty using even simple computer programs.
The use of interactive tools based on SI requires more complex technical and methodological
training
- lack of methodological knowledge:
educators do not know enough about the didactic purposes and methods of using SI technologies.
This limits their integration of technologies into the pedagogical process.
- Weakness of the professional development system: there are not enough
specialized courses, trainings and seminars on digital technologies in pre-school education. The
existing courses are rather general and superficial, and do not provide practical skills. In
the
above cases, special IS-based methodological manuals, video tutorials, interactive trainings for
educators will be developed, "mobile groups of digital education mentors" will be organized in
each region; the introduction of the subject "Digital Pedagogy and IS Technologies" as a separate
direction in pedagogical universities and colleges; Focusing on the development of digital
leadership skills among both school leaders and methodologists will help achieve the desired
results. Teachers perceive digital tools only as visual or gaming tools, and their educational
significance is lost. Develop didactic design standards for digital media intended for preschool
children, create a set of methodological recommendations, applications and video tutorials for
each digital media, develop a set of sample lesson plans for the preschool education system (with
the participation of digital media), and establish a content creation system in cooperation with
digital media developers, educators and psychologists. plays an important role in solving the
problem.
Children spend more time in artificial environments, i.e. with characters on
screens, which is why their lively communication, emotional expression, and social skills are
weakening. Preschool children are not yet independent in managing their attention. Excessive
use of digital media can lead them to digital dependency. As the trend toward using AI and
digital technologies as primary teaching tools rather than didactic tools increases, the overuse of
technology crowd out play, physical activity, and creativity. As a result, the child's natural
developmental balance is disrupted—he becomes more of an observer and less of an active
participant.
Sometimes, AI tools that are supposedly designed for children contain
violence, stereotypes, or excessively digitized dialogue. Although AI tools “react” to a child’s
speech, they cannot provide a real emotional connection. This has a negative impact on the
child’s psychological development — it can misinterpret empathy. Weakening of pedagogical
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control: Through excessive use of AI tools, some teachers shift their direct moral and educational
responsibility to an artificial system, which negatively affects the effectiveness of the educational
process.
Based on the above considerations, we would like to make the following
recommendations:
Introduce a certificate of ethical and psychological expertise for any digital technology
used with children;
•
Develop a transparent and open legal policy on all child-related information used in
digital media;
• Develop a “Digital Ethics” code and implement it in pre-school educational institutions;
• Establish training and professional development programs for educators and parents on
“Ethical Use of Digital Technologies”
• It is important for developers of SI tools to introduce ethical filtering algorithms that are
appropriate for the age, culture, and social conditions of children.
References
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