Journal of Social Sciences and Humanities Research Fundamentals
89
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
89-91
DOI
OPEN ACCESS
SUBMITED
25 February 2025
ACCEPTED
21 March 2025
PUBLISHED
24 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Influence of Spiritual
Culture on The
Development of
Parents’
Virtual-Pedagogical
Culture
Khaydarova Khilola Rakhimberdiyevna
Associate Professor, Department of Pedagogical Education, National
University of Uzbekistan
Abstract:
This article analyzes the development of
parents’ virtual
-pedagogical culture as one of the most
urgent issues of the present day. It explores how the
development of virtual-pedagogical culture, as a
complex social phenomenon, is closely linked with
various factors such as national identity, religion,
history, morality, legal frameworks, and information
technologies. The improvement of pa
rents’ virtual
-
pedagogical culture is discussed in the context of a
spiritual prevention system, socio-pedagogical activity,
neuro-linguistic programming, andragogical approach,
pedagogical deontology, as well as the harmony
between technogenic civilization and spiritual culture.
Keywords:
Virtual culture, human, nature, society,
noosphere, parents, education, children, pedagogical
culture, neuro-linguistic programming, andragogical
approach,
pedagogical
deontology,
technogenic
civilization, spiritual culture.
Introduction:
In the 21st century, the global
advancement of technogenic civilization has led to
contradictions between the development of material
and spiritual culture. In the progress of technological
civilization, the development of parents’ virtual
-
pedagogical culture is increasingly considered not from
the perspective of spiritual value systems, but rather in
terms of the dominance of technocratic thinking. Under
the influence of scientific and technological assimilation
of the world, human thinking is becoming goal-oriented,
rational, and purely instrumental, losing the ability to
critically analyze the strategic directions of science and
technological culture.
Journal of Social Sciences and Humanities Research Fundamentals
90
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
The development process of virtual-pedagogical
culture is a complex social phenomenon that is
intrinsically linked with such factors as national
identity, religion, history, morality, law, and
information technologies. In this regard, national and
religious values are not only considered part of the
historical and spiritual heritage of our people but also
serve as essential factors in the upbringing and
formation of a well-rounded personality.
In the Russian-Uzbek dictionary, the word virtual can
be defined as something that may exist under certain
conditions or a virtual reality that is reproduced
through computer tools
—
an artificial environment
that resembles real-life conditions. Meanwhile, the
word culture, derived from the Arabic madina (city,
settlement, or center of development), refers to a
specific form of human activity reflected in nature and
mutual relationships. Culture represents the lifestyle
and activity mode of an individual, a social group, or
society as a whole.
Thus, virtual culture can be understood as human
activity reflected in interpersonal relationships
through the means of computers and information
technologies. Phrases related to virtual culture, such as
virtual literacy, media culture, and media literacy,
function as protective shells against information
overload and mass manipulation. It can even be
interpreted as a kind of digital literacy in the promotion
of mass media tools.
In particular, the fifth principle of Uzbekistan’s
Development Strategy is aimed at implementing
reforms in the spiritual and educational spheres,
encompassing national cultural heritage as well as
moral and cultural values. In the development of
parents’ virtual
-pedagogical culture, it is necessary to
examine the role of motivation, goals, emotions,
personal qualities, and reflection, while pedagogical
factors include national, religious, and moral
education,
educational
paradigms,
media
consumption culture, and deontological preparedness.
The research reveals that the development of parents'
virtual-pedagogical culture must be improved on the
basis of a system of spiritual prevention, socio-
pedagogical activities, neuro-linguistic programming,
the andragogical approach, pedagogical deontology,
and the harmony between technogenic civilization and
spiritual culture.
The eminent representative of the Jadid educational
movement, Abdurauf Fitrat, once rightfully stated:
“Raising a generation is a service to humanity. Only
when we bring up morally upright children can we
consider this duty fulfilled.” This sho
ws that spiritual
culture, as a pressing issue, asserts the importance of
parents establishing their roles (or possessing spiritual
culture) in four key domains: individual, society, nature,
and the noosphere.
Establishing one’s role as an individual requ
ires valuing
life and individuality, and viewing the human being as
the pinnacle of development.
Establishing one’s role in society is achieved through
internalizing values such as homeland, democracy, the
rule of law, family, labor, and civic responsibility.
Establishing one’s role in the realm of nature involves
recognizing oneself as a part of nature and striving for
harmony with it
—
through health, aesthetics, and
moral-spiritual ideals. This also presupposes acquiring
ecological culture, understanding the importance of
protecting and preserving nature, and recognizing one’s
responsibility toward future generations in the process
of utilizing natural resources.
•
The noosphere (the sphere of reason), as a
domain of self-determination, implies an awareness of
moral responsibility in the use of scientific and
technological advancements. It also requires the
acquisition of knowledge about the possible
consequences of insufficient information when
interacting
with
technology.
Furthermore,
it
necessitates the enhancement of civic engagement in
parents regarding the historical, moral, and ethical
identity of the nation, the preservation and restoration
of cultural heritage, and the revitalization of national
traditions [3].
Understanding virtual-pedagogical culture as a unity of
these integrative domains allows us to view it as a form
of pedagogical activity aimed at creating psychological
and pedagogical conditions to meet the essential needs
of parents. These pedagogical conditions may include:
•
The application of diverse approaches to
determining the content of education and upbringing;
•
The use of dialogic, virtual, and debate-based
methods of upbringing;
•
An emphasis on universal human values in the
personality formation process;
•
The implementation of the principle of
democratization and consideration of national identity
in organizing educational processes.
Nowadays, one of the most pressing global issues in
mass media is the culture of information selection and
critical evaluation
—
a core component of virtual
culture. In addressing this problem, we believe it is
essential that every parent develops virtual-pedagogical
culture within the family. Parents themselves must first
understand how to effectively use mass media tools
(such as television, computers, internet chats, forums,
Facebook, Twitter), and only then can they teach their
Journal of Social Sciences and Humanities Research Fundamentals
91
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
children how to use them wisely and responsibly.
The aforementioned media platforms are tools of
communication, enabling people to interact, converse,
and engage in various forms of dialogue. Through
these means, individuals are able to carry out activities,
gain information, acquire knowledge, exchange
experiences, and engage in commerce and advertising.
These functions are becoming increasingly evident in
every sphere of life. On the one hand, these tools
provide access to distance education and foster
intellectual and creative skills; on the other hand, they
are gradually replacing real-life interaction with virtual
communication [2].
Today, many parents are maintaining contact with
their children more through virtual means than face-
to-face. In particular, parents working abroad or
children studying in foreign countries often
communicate exclusively through virtual formats.
Especially in the context of the pandemic, the
exchange of diverse information and knowledge has
shifted online. If we consider this a natural reflection
of
today’s
information
society,
then
such
communication should ideally contribute to social
well-being, civic harmony, and the upbringing of a well-
rounded individual. In this process, the virtual-
pedagogical culture of society members
—
especially
parents
—
must be continually developed and refined.
However, it is regrettable that certain issues and
challenges are emerging in how mass media tools are
being used.
From early childhood, it is one of the key factors in
shaping national identity for parents to raise their
children within the framework of national values and
instill in them a sense of pride and respect for the
traditions honored by their people. A parent who
respects their own cultural values can also recognize
that universal human interests lie behind the values of
other nations. Such a parent is able to appreciate the
cultural achievements of other peoples, viewing them
not as alien but as part of humanity’s shared heritage
and success.
On the contrary, a person who has not fully
internalized their own values or understood the true
essence of national traditions may experience a sense
of spiritual emptiness. This internal void can
sometimes manifest as nationalism or a desire to
assert superiority over other ethnic groups. Therefore,
the process of forming ethnic values requires from
parents deep reflection, consistency, and work based
on a clear educational plan.
In this context, it is worth highlighting the thoughtful
words of President of the Republic of Uzbekistan
Shavkat Mirziyoyev, who in his address on the 24th
anniversary of the adoption of the Constitution of the
Republic of Uzbekistan, titled "The Rule of Law and the
Protection of Human Interests
–
A Guarantee of
National Development and Public Welfare", stated:
“Today’s rapidly changing world is opening new and
unprecedented opportunities for humanity
—
particularly for parents and youth. At the same time, it
is exposing them to previously unseen threats and
dangers. Malevolent forces are inciting innocent
children to turn against their own parents and
homeland, leading them into ruin and destroying their
lives.”
He emphasized:
“In such a tense and dangerous situation, we —
parents,
educators, community leaders, and neighborhood
activists
—
must be more vigilant and aware. We must
not hand over our children to others. We must take
responsibility for raising them ourselves. To do this, we
must engage in open conversations with our youth,
listen to their hearts, understand their problems, and
provide them with practical support.” [1]
In the age of information globalization, as parents
enhance their virtual-pedagogical culture, they are able
to influence not only the consciousness but also the
emotions and sentiments of their children and other
family members. As a result, each parent becomes
capable of instilling in their child the moral habits and
behavioral skills that align with societal ethical
expectations and contribute to their well-rounded
development.
REFERENCES
Ўзбекистон Республикаси Президенти Ш.Мирзиёев.
Қонун устиворлиги ва инсон манфаатларини
таъминлаш
–
юрт
тараққиёти
ва
халқ
фаровонлигининг гарови‖. Ўзбекистон Республикаси
Конституцияси
қабул
қилинганлигининг
24
йиллигига бағишланган тантанали маросимдаги
маърузаси // Халқ сўзи, 2016 йил 8 декабрь.
Рустамова Н.Р. Умумий ўрта таълим муассасалари
ўқувчилари медиамаданиятини ривожлантириш
технологияси (7
-9-
синфлар мисолида): педагогика
фанлари бўйича фалсафа доктори (PhD). ...дисс. –
Тошкент, 2019. –
42 б.
Салиева З.Т. Педагогика олий таълим муассасаси
талабаларининг
маънавий
маданиятини
ривожлантириш
механизмларини
такомиллаштириш. педагогика фанлари бўйича
докторлик (DSc) диссертацияси автореферати. –
Тошкент, 2017. –
16 б.
