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INCLUSIVE PROJECT-BASED LEARNING WITH DIFFERENTIATED
INSTRUCTION AND AI-SUPPORTED DIGITAL TECHNOLOGIES FOR 9TH GRADE
ENGLISH LANGUAGE LEARNERS IN UZBEKISTAN
Abdurazakova Umida Olimovna,
EFL teacher, ss#5, Namangan
Abstract:
This study examines how
project-based learning (PBL)
, when combined with
differentiated instruction
and supported by
artificial intelligence (AI) and digital tools
, can
create an inclusive learning environment for 9th grade English classes in Uzbekistan. The
research was carried out in a public school in Namangan, where students demonstrated highly
diverse language abilities and learning needs. Within the framework of national reforms,
including the
Law on Education
(2020) and the Resolution of the Cabinet of Ministers No. 187
on the development of inclusive education (2021), the project sought to integrate innovative
methods aligned with state priorities. The practical component involved organizing group
projects in which learners of different proficiency levels contributed through roles tailored to
their skills, while AI applications such as ChatGPT, Quizlet, and Canva assisted teachers in
generating adaptive materials and feedback. The findings indicate that PBL enriched by digital
support not only motivated students but also encouraged collaboration and participation among
learners with varying abilities. The study argues that combining PBL, differentiation, and AI
tools can significantly enhance inclusivity in English language education, while also reducing
teacher workload. The article provides recommendations for teachers and policymakers on how
to extend such practices to secondary schools nationwide.
Keywords:
Project-Based Learning; Differentiated Instruction; Inclusive Education; Artificial
Intelligence; Digital Technologies; EFL; Uzbekistan
Introduction
The modernization of secondary education in Uzbekistan is closely tied to both digitalization and
inclusivity. In recent years, several strategic documents have emphasized these priorities, most
notably the
Law on Education
(2020), which guarantees equal access to quality education, and
the Resolution of the Cabinet of Ministers No. 187 (2021), which sets a roadmap for inclusive
schooling. These initiatives are reinforced by the
National Strategy for Teacher Professional
Development
(2023), calling for innovations that empower teachers to meet the needs of diverse
learners.
In 9th grade English classes, inclusivity becomes a pressing issue. Students often come with
different backgrounds: some attend language centers and demonstrate advanced proficiency,
while others struggle even with basic vocabulary. In addition, classrooms may include pupils
with specific learning difficulties or those who require additional support. Under such conditions,
traditional “one-size-fits-all” instruction tends to leave part of the group disengaged or excluded.
Teachers therefore need approaches that can integrate
active learning, fairness, and
accessibility
into everyday practice.
Project-Based Learning (PBL) has been recognized internationally as a method that encourages
students to apply language in real-life scenarios, develop critical thinking, and collaborate with
peers. Unlike lecture-based methods, PBL structures learning around a final product that requires
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input from each participant. This feature makes PBL suitable for inclusive settings, since
students with different abilities can contribute in distinct but equally valuable ways—for
example, stronger learners can work on complex language tasks, while others may focus on
visual design, presentation, or information gathering.
To maximize the inclusiveness of PBL, teachers in Uzbekistan are increasingly experimenting
with
differentiated instruction
, which allows them to adjust content, process, and outcomes
according to learner readiness, interest, and learning style. At the same time, the rapid growth of
AI-driven educational technologies
provides teachers with new opportunities to personalize
learning without excessive preparation time. Tools such as ChatGPT can help weaker students
formulate sentences, while applications like Quizlet or Wordwall make it possible to design
tiered vocabulary tasks. Canva and Padlet enable the creation of multimodal project outputs,
ensuring participation even from students with limited writing skills.
The present article reports on an action research project in a Namangan school, exploring the
combination of PBL, differentiated instruction, and AI-powered digital resources in teaching
English to 9th graders. The study seeks to answer three main questions:
1.
How can AI-supported PBL improve motivation and inclusiveness in English classes?
2.
What forms of differentiation work best in classrooms with varying proficiency levels?
3.
In what ways do digital tools assist teachers in balancing inclusivity with curriculum
requirements?
By addressing these questions, the article contributes to ongoing national and international
discussions about the future of inclusive education and offers practical solutions for English
teachers working in diverse classrooms.
3. Literature Review
The integration of project-based learning (PBL), differentiated instruction, and digital
innovations has attracted increasing scholarly attention, especially in the context of inclusive
education. This section synthesizes key findings from international and local sources,
demonstrating how these approaches intersect and what implications they hold for Uzbekistan’s
educational landscape.
3.1. Project-Based Learning (PBL) as a Framework for Active Inclusion
PBL has long been described as a powerful alternative to traditional teacher-led instruction
because it emphasizes student agency, collaboration, and authentic outcomes (Thomas, 2000).
Bell (2010) argued that PBL enables learners to apply knowledge in practical contexts and
promotes higher-order thinking skills. In inclusive classrooms, these features are particularly
valuable: instead of relying on rote memorization, students engage in tasks where individual
strengths—whether linguistic, creative, or organizational—contribute to a common product.
Studies conducted in EFL contexts show that PBL increases motivation and fosters peer-to-peer
support, both of which are critical for learners who might otherwise feel marginalized.
3.2. Differentiated Instruction and Its Role in Mixed-Ability Classrooms
The concept of differentiation, widely promoted by Tomlinson (2001, 2014), emphasizes
tailoring instruction to learner readiness, interests, and profiles. Research indicates that strategies
such as flexible grouping, tiered assignments, and scaffolded support help maintain student
engagement while ensuring that academic standards are met. In Uzbekistan, where secondary
school classes are typically large and heterogeneous, differentiation has become a practical
necessity rather than a theoretical choice. Teacher development programs supported by the
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Ministry of Preschool and School Education (2023) have already highlighted differentiation as a
core competency for language educators. When combined with PBL, differentiation ensures that
every learner, regardless of proficiency level, has a meaningful role in the project process.
3.3. Inclusive Education: Policy and Pedagogical Dimensions
The notion of inclusive education is grounded in international frameworks such as UNESCO’s
Education for All
agenda and the Sustainable Development Goal 4, which advocates for
equitable quality education. In Uzbekistan, inclusivity has gained prominence with the
Law on
Education
(2020), guaranteeing equal access to schooling, and the Cabinet of Ministers’
Resolution No. 187 (2021), which specifically targets the integration of children with special
educational needs into mainstream classrooms. Academic studies underscore that inclusivity is
not merely about physical access but also about pedagogical practices that acknowledge and
address diversity. PBL, when adapted with differentiated instruction, aligns well with these
legislative commitments by offering flexible entry points for learners with varied needs.
3.4. The Emergence of AI and Digital Technologies in Education
Recent years have seen a surge in the application of artificial intelligence (AI) and educational
technologies in language learning. Holmes, Bialik, and Fadel (2019) describe AI as a “catalyst
for personalized education,” while UNESCO (2021) emphasizes the potential of AI tools to
reduce barriers for learners with disabilities through speech recognition, text-to-speech, and
adaptive feedback systems. Selwyn (2019), however, warns that AI must be integrated
responsibly, ensuring that technology complements rather than replaces human teachers. In
Uzbekistan’s EFL classrooms, AI-supported tools such as ChatGPT, Quizlet, and Wordwall can
generate customized tasks for different proficiency levels, thereby operationalizing
differentiation without overburdening teachers. Digital platforms like Canva and Padlet further
expand the possibilities of PBL by enabling multimodal expression, which is essential for
inclusivity.
3.5. Synthesis: Toward a Combined Approach
The reviewed literature suggests that while PBL promotes engagement and collaboration, and
differentiation ensures that learning is accessible to all, the addition of AI and digital
technologies provides a new dimension of scalability and sustainability. This synergy is
particularly relevant in Uzbekistan, where classrooms are diverse and teacher workload is often
heavy. By combining these three approaches, educators can create an inclusive learning
environment that resonates with both global research trends and national educational prioritie
4. Methodology
4.1. Research Design
The study was conducted as an
action research project
, aimed at examining how project-based
learning (PBL), supported by differentiated instruction and AI-based digital tools, could foster
inclusivity in English as a Foreign Language (EFL) classrooms. Action research was chosen
because it enables teachers to investigate their own practice in real time and adapt strategies
according to classroom realities (Kemmis & McTaggart, 2005).
4.2. Context and Participants
The research took place in a secondary school in
Namangan region, Uzbekistan
, within a 9th-
grade English class consisting of 28 students. The group represented a diverse mix of abilities:
approximately one-third attended private language centers and displayed advanced proficiency,
while others demonstrated elementary-level skills. The class also included two learners with
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identified special educational needs (SEN). Such diversity mirrors broader trends in Uzbek
secondary schools, where large class sizes and varied learning backgrounds create challenges for
equitable instruction.
4.3. Project Tasks and Learning Activities
The intervention centered on a
six-week project cycle
in which students worked in small groups
to design and present products such as posters, podcasts, and digital slideshows on topics
connected to their English curriculum. The project cycle followed five stages:
1.
Brainstorming and topic selection
2.
Research and information gathering
3.
Collaboration and drafting
4.
Feedback and revision
5.
Final product presentation
This structure ensured that every learner could take on a meaningful role, whether through
language tasks, design work, or peer support.
4.4. Differentiation Strategies
To address mixed-ability needs, several differentiation strategies were applied:
Tiered tasks
: vocabulary and grammar activities adjusted for basic, intermediate, and
advanced levels.
Flexible grouping
: rotating groups allowed both peer mentoring and balanced
participation.
Scaffolding
: visual aids, sentence starters, and simplified instructions for weaker learners.
Choice of roles
: students selected responsibilities (researcher, presenter, designer,
language editor) based on strengths and interests.
4.5. Use of AI and Digital Tools
A range of
AI and digital technologies
supported the learning process:
ChatGPT
: provided prompts and sample sentences for weaker students.
Quizlet and Wordwall
: generated interactive vocabulary quizzes differentiated by level.
Canva and Padlet
: enabled multimodal design of final products, allowing contributions
from learners with limited writing skills.
Text-to-speech functions
: assisted SEN learners in accessing written materials.
These tools reduced teacher workload while ensuring more equitable participation.
4.6. Data Collection
Data were collected through
classroom observation, student surveys, and analysis of student
products
. Observation logs focused on engagement, collaboration, and participation patterns.
Surveys were administered pre- and post-intervention to measure motivation and perceived
inclusiveness. Student products (posters, podcasts, and slideshows) were evaluated against
rubrics emphasizing both language and collaboration.
4.7. Ethical Considerations
The study adhered to ethical guidelines for school-based research. Parental consent was obtained
for student participation, and anonymity was ensured in reporting. The research was aligned with
Uzbekistan’s
Law on Education
(2020) and the Ministry’s emphasis on inclusive schooling
practices.
5. Findings and Discussion
5.1. Increased Motivation and Engagement
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Observation and survey data revealed a noticeable improvement in student motivation
throughout the six-week project cycle. Before the intervention, only 40% of the class reported
enjoying English lessons; by the end of the project, this figure had risen to 78%. Students
highlighted that PBL activities felt “different from normal lessons” because they allowed space
for creativity, group interaction, and real-life problem-solving. These findings echo Bell’s (2010)
argument that PBL stimulates active engagement and aligns with international studies showing
that collaborative tasks reduce anxiety among EFL learners. Importantly, learners with lower
proficiency levels reported that group support and differentiated scaffolding made them more
confident in contributing, which supports Tomlinson’s (2014) emphasis on the motivational
value of adapted tasks.
5.2. Evidence of Inclusiveness in Group Work
Analysis of group dynamics showed that every student took part in the project outcomes, albeit
in different capacities. For example, one student with limited language skills assumed the role of
a digital designer in Canva, while another learner with SEN contributed by recording voiceovers
using text-to-speech tools. These contributions were highly valued by peers, demonstrating that
PBL combined with differentiation can transform heterogeneous classes into genuinely inclusive
learning communities. This aligns with UNESCO’s (2021) framework on inclusive education,
which stresses that participation—not just access—defines true inclusion.
5.3. The Role of AI and Digital Technologies
AI-supported tools played a crucial role in enabling differentiated instruction. ChatGPT was used
by weaker students to generate sample sentences, which they later modified to match their level.
Quizlet allowed advanced learners to create custom vocabulary sets, while Wordwall provided
gamified reinforcement for beginners. Teachers noted that these tools reduced preparation time
and made it feasible to design tiered activities within limited lesson hours. This confirms Holmes,
Bialik, and Fadel’s (2019) claim that AI can function as a “scaling mechanism” for personalized
learning. At the same time, reliance on digital tools raised questions about internet access and
digital literacy—two challenges that need addressing in Uzbekistan’s school system.
5.4. Collaboration and Peer Learning
One of the most significant findings was the emergence of peer mentoring. Advanced learners
naturally assumed guiding roles, explaining tasks, and encouraging weaker peers. This peer
scaffolding not only improved weaker students’ outcomes but also developed leadership and
empathy skills among stronger learners. Such dynamics resonate with Vygotsky’s concept of the
Zone of Proximal Development, where learning occurs through social interaction. The data
suggest that differentiation in a PBL framework does not isolate learners by ability but instead
encourages interdependence.
5.5. Challenges Encountered
Despite positive outcomes, several challenges emerged. First,
technological limitations
were
evident: unstable internet connections sometimes disrupted group work, and not all students had
equal familiarity with digital platforms. Second,
teacher workload
remained a concern. While
AI reduced preparation time, guiding 28 students across multiple project groups required
significant classroom management skills. Third,
assessment practices
posed difficulties:
traditional tests did not fully capture the skills developed in projects, such as collaboration and
creativity. Teachers therefore relied on rubrics and reflective journals, which are still uncommon
in Uzbek classrooms.
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5.6. Comparison with International Research
The findings are consistent with global literature. For instance, Thomas (2000) documented that
PBL enhances student motivation and fosters real-world application of knowledge. Similarly,
Tomlinson (2014) emphasized that differentiated tasks promote equity in mixed-ability
classrooms. UNESCO (2021) stressed the necessity of inclusive pedagogies for achieving
Sustainable Development Goal 4. What this study adds to the literature is a concrete
demonstration of how these approaches can be merged and adapted within Uzbekistan’s specific
context, where large class sizes, curriculum demands, and limited resources present unique
constraints.
6. Conclusion and Recommendations
6.1. Conclusion
This study explored the implementation of project-based learning (PBL) with differentiated
instruction and AI-supported digital technologies in a 9th-grade EFL classroom in Namangan,
Uzbekistan. The findings confirmed that combining these approaches fosters inclusiveness,
enhances motivation, and creates authentic opportunities for collaboration. Students of varying
proficiency levels, including those with special educational needs, were able to contribute
meaningfully to group projects by assuming roles that matched their strengths. AI tools such as
ChatGPT, Quizlet, and Wordwall proved valuable in supporting differentiation and reducing
teacher preparation time, while digital platforms like Canva and Padlet expanded opportunities
for multimodal expression.
At the same time, the research highlighted challenges related to infrastructure, digital literacy,
and assessment practices. These issues remind us that while AI and PBL hold promise, their
success depends on careful integration into local contexts, supported by adequate teacher training
and systemic reform. Overall, the study demonstrates that inclusive PBL supported by digital
innovation is not only feasible but also highly beneficial for Uzbekistan’s EFL classrooms.
6.2. Recommendations
Based on the outcomes of this study, the following recommendations are proposed:
For Teachers
o
Integrate PBL with differentiation as a routine practice, ensuring that roles and
tasks are flexible and accessible to all learners.
o
Use AI tools selectively to support language scaffolding, while maintaining a
balance with human interaction and feedback.
o
Employ assessment rubrics that recognize collaboration, creativity, and inclusive
participation, not only language accuracy.
For Schools
o
Improve digital infrastructure to guarantee stable internet access and availability
of devices.
o
Provide professional development workshops on effective use of AI tools,
multimodal project design, and inclusive pedagogy.
o
Encourage cross-departmental collaboration so that inclusivity principles extend
beyond language classes into other subjects.
For Policy Makers
o
Align national CPD programs with international frameworks (e.g., UNESCO
2021) by embedding inclusive PBL and digital literacy training.
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o
Invest in resources that support differentiated instruction, particularly for large
classes.
o
Strengthen monitoring and evaluation systems to track the impact of inclusive
practices at the school level, consistent with the
Law on Education
(2020) and the Cabinet of
Ministers’ Resolution No. 187 (2021).
By combining pedagogical innovation with supportive policies, Uzbekistan can continue to
advance toward a more inclusive, equitable, and future-ready education system.
Refernces
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Bell, S. (2010). Project-based learning for the 21st century: Skills for the future.
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Holmes, W., Bialik, M., & Fadel, C. (2019).
Artificial intelligence in education: Promises
and implications for teaching and learning
. Boston, MA: Center for Curriculum Redesign.
Holmes, W., Porayska-Pomsta, K., & Holstein, K. (2022). Ethics of AI in education:
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(6),
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research
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