Socio-pedagogical model of preparing young students for
international communication
Yusupova Khabiba Iriskulovna
Head of the Department of Preschool Education Methodology, PhD, associate professor
1
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
email: xabibayusupova77@gmail.com
https://doi.org/10.5281/zenodo.10467019
Abstract:
In this article, an author’s model reflecting the process of preparing students for international communication
and the way to achieve a strategic goal for its effective implementation has been developed, and its motivational,
meaningful-organizational, organizational-management, diagnostic blocks and components have been described
Keywords:
national-cultural value, tradition, communication, inter-ethnic communication, socio-pedagogical model,
empathy, ethnic tolerance, interethnic communication
INTRODUCTION
Today, the national policy in Uzbekistan is aimed at
planning, operating, developing, ensuring mutual
cooperation of languages and cultures, determining its
optimal options, and looking for effective ways to
determine the place of these relations in society. This is an
important condition for eliminating negative processes that
occur in social life. The educational process is an important
way of creating friendly inter-ethnic relations in society.
Formation
of
students’
inter-national
communication skills is important because the issue of
preparing students for inter-national and inter-cultural
communication remains relevant in the educational
system aimed at forming a well-rounded personality.
Because today, in the minds of young people of
different nationalities, the ideas about nations and
national-cultural values are not sufficiently formed,
that’s why this necessity is created.
In the developed countries of the world, scientific
studies aimed at improving the content of preparing
students for international communication and
developing national and general cultural competences
are being carried out. This especially requires the
development of organizational and functional models
model of preparing students for international
communication, the development of communicative
skills based on an integrative approach, and the
improvement of the pedagogical system of educating
students in the spirit of internationalism and tolerance.
At the same time, there is a need to improve
collaborative
technology,
ethno-pedagogical
mechanisms of developing students’ experience of
inter-ethnic communication based on anthropological
and linguistic-cultural approaches.
MATERIALS AND METHODS
A person has his own characteristics as a member
of a certain society, a representative of a nation. A
person enters social relations in the process of
learning, communicating with others and performing
certain activities. It is known that personal culture is a
large-scale phenomenon, and we tried to analyze its
directions related to preparing students for inter-ethnic
communication. At certain stages of his development,
a person will have his own sensitivity and elegance.
One such stage corresponds to adolescence.
Pedagogical-psychological results of teaching
students to communicate, development of dialogic
communication have been researched [1, 2, 3, 4, 5].
The results of the analysis showed that preparing
students for international communication requires an
interdisciplinary approach. Including:
- the naturalness of values is studied from a
philosophical point of view;
- in the social direction, communication between
nations and cultures is researched as a necessary factor
of the social environment, which, in turn, affects the
socialization of the young generation;
- from an ethno-psychological point of view,
communication between nations and cultures is
interpreted as a partial manifestation of the objective
existence that surrounds a person;
- within the framework of cultural studies, this
issue has special characteristics because it is a unique
aspect of human activity as a process of assimilation
of different cultures and the culture of inter-ethnic
communication;
- from the pedagogical point of view, the content,
tools, methods and technologies of the process of
preparing students for international communication
should be studied.
Based on the pedagogical point of view, in our
research, we set the goal of researching the content of
the process of preparing students for international
communication and the technologies of its
implementation.
It is one of the important tasks of teachers to
interest and attract students to participate in the life of
a developing society in all aspects, and to introduce
them to the national values, spiritual wealth, and
universal human values of the Uzbek nationality.
Therefore, inculcating universal human values in the
content of education provides an opportunity for
representatives of different nationalities to understand
each other, cooperate and enjoy cultural wealth. As a
result of this approach, students in the educational
system absorb the cultural wealth of Uzbek people.
For this purpose, the values of Uzbek and world
nations will be integrated into the educational
content.
Studying the cultures of different people allows to
ensure mutual equality, maturity, inter-national moral
culture, interaction of representatives of different
nationalities. Such a pedagogical need requires a new
approach to educational content. The content of
education should reflect all the riches of the culture of
Uzbek people, the views of our ancestors on national
tolerance, the way of life, traditions, customs, norms
of social behavior and spiritual values of the people,
who are living in Uzbekistan. Knowledge, concepts
and information about the spiritual life of the Uzbek
people, the national way of life should occupy the
main place in the content of education. In particular,
in the content of education, a special place should be
allocated to the information that shows the national,
cultural, social, economic and territorial identity of
the Uzbek people.
Cultural interests and interests of all people living
in Uzbekistan should be reflected in educational
programs for social and humanitarian subjects. The
construction of the educational process in this way
prepares the ground for students to fully master their
own national culture and to look with interest at(in)
the culture of other nations and compare them with
each other.
Pupils can establish sincere dialogue with their
peers who are representatives of other nationalities
only when they feel themselves as representatives of
the Uzbek people.
The social order placed before the educational
process is expressed in the Constitution of the
Republic of Uzbekistan, the Law in the State
Language, the Law "On Education" and educational
programs.
Today in Uzbekistan, the cultural task of inter-
ethnic relations is manifested in the observance of
human values. This is seen in the socialization of
students of different nationalities, preparing them for
International Communication.
Along with school, family also plays an important
role in preparing students for international
communication. Teachers and parents should
cooperate in preparing students for international
communication. The process of preparing students for
inter-ethnic communication is determined by a
presentation of educational materials, questions and
assignments aimed at realizing their opportunities for
cooperation with representatives of different
nationalities. Careful attitude towards the history of
the Uzbek people and other people living in
Uzbekistan, preserving their cultural wealth,
traditions, customs, forming a feeling of love towards
representatives of other nationalities, respecting the
place where one lives, being ready to enter into
friendly relations with the inhabitants of other
countries and nationalities, encouraging students to
learn customs and traditions of different nations
should be one of the main tasks of teachers in the
educational process. Teachers should continuously
engage in such activities in the classroom and in the
educational process outside the classroom. In this,
they are required to use various educational forms,
methods and ways.
Another important situation in the process of
preparing students for inter-ethnic communication is
to explain the history of Uzbekistan, the specific
characteristics of the country, its natural and
economic development, and examples of the Uzbek
language and literature in the teaching of social,
humanitarian and natural sciences. It is necessary to
provide knowledge to prepare for international
communication.
A
comprehensive
study
of
Uzbekistan’s unique nature, historical development,
past and present, cultural features, possibilities of the
Uzbek language, religion, traditions and customs of
the people living in Uzbekistan, and comparison with
the customs of other people, develops a sense of
national belonging and inter-ethnic communication,
helps them acquire important skills.
Preparing students for inter-national dialogue
allows them to cooperate with representatives of other
nationalities, to understand each other, to develop
tolerance towards historical truth, and to demonstrate
national religious tolerance in practice.
One of the important conditions for preparing
students for inter-ethnic communication is to provide
them with national and cultural values. Therefore,
these values should be consistently expressed in the
content of education. Accordingly, along with the
national culture of the Uzbek people, the traditions of
the nations living in Uzbekistan should be inculcated
in the content of the general secondary education
process. Only then will the content of education
correspond to the needs and interests of the state and
society of Uzbekistan, and will provide an
opportunity to direct training to master the natural,
national-cultural, economic characteristics of the
Republic of Uzbekistan.
The content of general secondary education is
aimed at forming students into mature representatives
of the Uzbek people, preservers, creators and
purposeful users of their traditions and national
cultural values. Accordingly, the content of education
should ensure that students get the necessary
knowledge and information about the nature of
Uzbekistan, the history of the Uzbek people and other
people living in Uzbekistan, the country's economy
and culture.
Based on the analysis of the specific features of
the educational process aimed at preparing students
for international communication, specific problems in
this area were identified. The solution to the problem
is that in order to increase the importance of education
as a factor in the development of the state of
Uzbekistan, it is necessary to combine social-
humanitarian and natural knowledge and information
methods, to support the formation of students'
activities, to expand, deepen and clarify their
knowledge of inter-ethnic relations. In this field, the
subjects of the social-humanitarian category provided
in the curriculum, have great opportunities and they
are considered to be convenient for preparing students
for international communication. The topics included
in these educational subjects allow students to present
national-cultural, universal human values, to form
tolerance qualities in them.
First of all, the state education standard should
specify
specific
requirements
for
students'
international communication skills. For this purpose,
the knowledge, skills and abilities, concepts
necessary
for
entering
into
international
communication should be defined.
The analysis of existing state education standard
requirements, training programs and textbooks
showed that not enough space was allocated to
knowledge, understanding and information in this
direction. Accordingly, the following knowledge
should be expressed in educational programs and
textbooks: nature - society and human ecology,
demographic,
ethnic,
national
characteristics,
historical identity of the Uzbek people, information
that serves to satisfy the needs of students to know
their belonging to a certain region, historical
monuments, such as knowledge defining economic
identity, information on the development of industry
and labor market in Uzbekistan, spiritual wealth of
the Uzbek people, restoration of cultural traditions,
the rise of inter-ethnic relations to a new level in the
years of independence in Uzbekistan.
It is appropriate to pedagogically analyze the
factors that require the need to inculcate the
knowledge and skills of inter-ethnic relations into
state educational standards, curricula, and textbooks.
They are:
the needs for the development of international
relations as a result of the acceleration of the global
information flow in society;
increase and actualization of the need to prepare
young students professionally;
indicators representing the development status of
education on a global scale; among them, the
following can be included: the increased level of
education among the population of Uzbekistan, the
formation and development of the continuous
education system in Uzbekistan, the increased
requirements for the cultural level and professional
training of the population of Uzbekistan, the regular
modernization of the content of general secondary
education, etc.;
It is necessary to pay attention to the specific
aspects of the pedagogy of national relations in the
practical implementation of stable pedagogical
conditions for preparing students for inter-ethnic
communication. The main object of the process of
preparing students for international communication is
their spiritual and moral level. For this reason, it is
necessary to rely on their national consciousness in
the pedagogical influence on students. The studentsэ
national feelings, national character, and national
spirit are taken into consideration. In order to
optimize the process of preparing students for inter-
ethnic communication, it is necessary to determine
the role of national relations in the development of
society. For this purpose, formation of a new way of
thinking based on international dialogue and
agreement among students is important.
Different pedagogical approaches can be put
forward in preparing students for international
communication. Many experts emphasize the opinion
that it is necessary to start preparing students for
interethnic communication with the formation of their
speech in a specific language (Z.F.Mubinova,
M.G.Taychinov) [97; 135]. However, mastering the
riches of mother tongue, along with entering into the
atmosphere of national identity, also allows to be the
master of national-cultural riches.
In order to engage in inter-ethnic communication,
it is necessary to develop national-cultural tolerance
in students using certain tools. In particular, students'
assimilation of universal and national-cultural values,
encouraging them to actively cooperate with their
peers who are representatives of other nationalities,
mastering theoretical and practical knowledge about
nationality, formation of students' skills to engage in
inter-ethnic communication, creating a situation of
inter-ethnic communication with students during the
educational process, special organization such as
ensuring that students acquire positive experiences of
interethnic relations in educational situations,
instilling in students a sense of respect for
representatives of different nationalities.
Pedagogical activities aimed at preparing students
for international communication can be carried out in
the following directions:
to influence the aspects of international
communication based on emotional and independent
thinking based on the development of legal and moral
culture of students;
to arouse students’ interest in learning the cultural
values of representatives of different nationalities, to
perceive and learn them in an appropriate way;
to encourage students to understand and think
about the unique features of a multinational society,
to influence the emotional and independent aspects of
interethnic communication;
such as the formation of students’ skills,
qualifications and methods of cooperation with
representatives
of
other
nationalities
in
a
multinational environment, influencing the active
aspects of inter-national communication.
In order to prepare students for international
communication, it is necessary to use the possibilities
of social and humanitarian sciences effectively. This
is explained by the fact that the sciences of the socio-
humanitarian category have their own characteristics
and the possibility to inform students about the
specific aspects of different nations.
This is largely related to the practical activities of
teachers of this subject. Students’ educational
activities aimed at mastering national and universal
values emdiv the skills of understanding emotional
experiences.
RESULTS
Broad interpretation of the concept of intercultural
communication in the field of pedagogy encourages
the research of its value and technological levels.
Culture as a socio-pedagogical and psychological
phenomenon embodies values and methods of
activity. That is why we tried to analyze the concept
of interethnic communication as a socio-pedagogical
phenomenon. From this point of view, we gave the
author's definition of the concept of preparing
students for inter-ethnic communication as follows:
"Preparing students for inter-ethnic communication is
an organized, planned, goal-oriented and step-by-step
process aimed at the assimilation of cultural ideals
within the framework of the development of
intercultural communication in connection with the
national and general cultural basic competence. ” [8].
It should be noted that in the classes of foreign
language, Russian language and literature, the group
of students is divided into two groups. This results in
half the number of students per lesson. As a result,
teachers will have the opportunity to conduct
individual educational work with each student.
Such a unique aspect of the educational process
focused on teaching languages allows to achieve
positive results in preparing students for international
communication. In the educational process aimed at
teaching languages, the preparation of students for
international communication is carried out at the level
of perception based on oral presentation of
information.
Pupils
also
acquire
interethnic
communication skills as a result of understanding
each other’s feelings. Therefore, the main goal of the
educational content aimed at teaching languages is
reflected in the following:
as a result of studying the culture of different
people, formation of a certain moral position in
students as a citizen of Uzbekistan;
providing students with knowledge that creates a
scientific vision of the Republic of Uzbekistan, their
place of residence;
Creating an understanding of the unique socio-
economic development path of the Republic of
Uzbekistan;
to form a deep impression of the Uzbek people
and world culture with the help of examples of Uzbek
folklore and fiction;
to instill in students interest in the history and
culture of Uzbek and world people, respect for
representatives of different nationalities and religions
living in Uzbekistan;
forming the ability of socio-cultural adaptation in
students;
by helping students to determine their own
positions, to make them think independently about
national cultures, trust, and decide on valuable
directions;
understanding of national values through the
assimilation of cultures and embedding them in one's
own experience;
use of masterpieces of Uzbek folk art and thought
in
forming
students'
skills
of
inter-ethnic
communication and mutual understanding;
ensuring the expansion of the culture of
interethnic
communication
and
mutual
understanding;
to ensure students’ acquisition of the elements of
secular culture and their social integration with the
life of society;
creating ample opportunities in the educational
process for students to learn humanity, non-violence,
human rights and democratic values;
such as instilling in students the skills of social
responsibility, freedom, self-sacrifice and mutual
understanding.
On the basis of the above, there is an opportunity
to clarify the content and tasks of the pedagogical
process aimed at preparing students for international
communication. These tasks include:
To understand the specific aspects of inter-ethnic
cultures based on the understanding of the
development process of Uzbekistan and the whole
world;
to create an opportunity for every student
graduating from a general secondary educational
institution to take an active position as a guardian,
executor, creator of human and cultural values;
forming a culture of tolerance, openness, mutual
understanding, awareness of social and national
commonality in students based on democratic
relations;
to
solve
problems
through
mutual
communication, to participate in the socio-cultural
life of Uzbekistan, to acquire the skills of social
maturity, to ensure that they have the ability to
independently determine their professional and life
positions.
Sciences of the socio-humanitarian category
emdiv knowledge in various fields. The subjects of
the
socio-humanitarian
category
have
great
educational opportunities, and as a result of mastering
its content, students will have the opportunity to learn
about the state and society of Uzbekistan and the
national universal culture characteristic of the Uzbek
people. In the process of mastering these educational
subjects, the students will experience interpersonal
and inter-ethnic communication, social maturity,
responsible attitude towards their people and state.
Sciences of the socio-humanitarian category emdiv
knowledge in various fields. The subjects of the
socio-humanitarian category have great educational
opportunities, and as a result of mastering its content,
students will have the opportunity to learn about the
state and society of Uzbekistan and the national
universal culture characteristic of the Uzbek people.
In the process of mastering these educational
subjects, the students will experience interpersonal
and inter-ethnic communication, social maturity,
responsible attitude towards their people and state.
Social-humanitarian subjects have the opportunity to
adapt students to the micro-society socially and
culturally. A large part of the study time is given to
the subjects of the socio-humanitarian category.
Therefore, it is envisaged to organize educational
activities in two directions in the system of sciences
of the socio-humanitarian category:
a) mandatory classes - they cover the main basis
of the content of subjects in the social-humanitarian
category. In this, special attention is paid to students'
assimilation of universal, nationally important values.
With the help of them, the personal qualities,
knowledge, skills and qualifications corresponding to
the needs of the society are formed in the students;
b) in-depth educational activities organized based
on students’ choices - such activities are organized
taking into account their peculiarities, interests and
inclinations, ensuring individual development of
students.
The basic content of social-humanitarian subjects
should include the following:
It reflects national-cultural values and the scale of
development specific to the Republic of Uzbekistan;
it includes the nature, territorial identity, socio-
economic development, historical and cultural wealth
of Uzbekistan;
the teacher should have the opportunity to use
various educational technologies to provide students
with didactic tools that serve to form international
communication skills. It is important for the teacher
to be able to positively influence the emotional
experiences and behavior of students with the help of
various didactic tools;
the ability of teachers to create situations of inter-
ethnic communication during the educational
process. These situations ensure that students acquire
positive experiences related to inter-ethnic relations,
acquire the skills of developing inter-ethnic relations.
A specific model of interethnic relations has been
proposed in a number of studies [97; p. 21]. In
addition, it is important to create a model for
preparing students for international communication.
Pedagogical conditions that have a certain influence
on this process should also be clearly taken into
account in the composition of the model. It is
necessary to take into account the educational work
that serves to prepare students for international
communication.
In the pedagogical description of the model of
preparing students for international communication,
aspects are based on the following: the characteristics
of science teachers, their educational and educational
effects on students. It is characterized by the position
of the teacher, it is related to his consultativeness,
attractiveness, cordiality, and consists of socio-
professional rules that the teacher follows. For
example, openness to communication with students,
ownership of the culture of national tolerance.
In order to successfully implement the process of
preparing students for interethnic communication, an
author's model was developed that reflects the way to
achieve the strategic goal (development of interethnic
communication among students). This model
embodies
motivational,
content-organizational,
organizational-management and diagnostic blocks
enriched
with
internal
and
interdisciplinary
communication, which create real opportunities for
preparing students for international communication.
Pedagogical process model aimed at preparing
students for international communication
The
motivational
block
reflected
the
motivational-value-oriented component of preparing
students for international communication.
In this case, the approach to cultural studies,
which envisages the principles of harmony with
historical-cultural heritage, spirituality and culture,
was used as a basis.
The content-process block is aimed at students'
acquisition of knowledge about their own and other
peoples' history, culture, uniqueness of other nations
M
otivat
ion
al b
lock
Motivational-value oriented
component
Purpose:
to prepare students for
international communication.
Duties:
forming a value system and
high moral and ethical qualities in the
process of communication with
Co
n
ten
t-
p
roc
e
ss
b
loc
k
Cognitive component
Content of academic subjects,
"Culture of inter-ethnic
Metho
ds:
dialogi
cal;
Forms:
Problem-
discussio
Tools:
multime
dia,
Di
ag
n
os
ti
c
b
loc
k
Criteri
Cogniti
Value-
motivat
About
the
Indicators
Knowledge of historical
Motivation, orientation
to universal values,
Positive attitude, ethnic
tolerance
Levels
High, medium, low
Result: readiness of students for
Pedagogical mechanisms:
orientation of the
educational process to prepare students for
international communication; enriching the
process of organizing lessons (curriculum
App
roac
h
es:
text
-dialog
ic, c
ult
ura
l s
tudi
es, i
ntegr
ati
ve
, c
ontextua
l
Organi
zation
al
Active component
Organization of events aimed at the
formation
of
international
communication
experience
and
communication skills, qualifications
(history, language, religious traditions, acceptable
general norms and rules for mutual activities of
representatives of different nations). The design of
this block was based on a contextual-dialogical
approach. As the main principle of the approach, it
was determined that the structure of the description of
the content reflected in the text corresponds to the
psychological structure of human cognitive activity.
The process of preparing students for inter-ethnic
communication involves actively mastering the
basics of national culture based on being tolerant in
life situations, various methods (cross-cultural,
problem-based, empathy, play therapy, etc), requires
the effective use of forms of organizing cooperative
educational activities of teachers and students
(problematic discussions, trainings, non-traditional
lessons, etc), tools (multimedia, Internet resources,
interactive whiteboards, etc).
The organizational-management block includes
an active component of international communication
based on integrative and contextual approaches.
Therefore, it is important to select the principles of
intensity, scientificity, comprehensibility, creativity,
unity of individual and collective approaches for this
block. The content of this block is aimed at enriching
the
students'
experience
of
inter-ethnic
communication, and by participating in extra-
curricular activities, they have a positive experience
in the culture of communication with people of
different nationalities.
The diagnostic block includes criteria-diagnostic
tools and ensures regular monitoring and analysis of
the results of preparing students for international
communication.
Based on one's life goal, reaching the goal set
before oneself is related to the formation of willpower
in adolescent students. For example, in this case, in
order to manage self-management, coordination of
energies, to cope with a large amount of load in order
to manage their activities, on this basis, they strive to
achieve high results in their activities. In the process
of such development, a value system is formed in
adolescent students.
CONCLUSION
This model embodies motivational, substantive-
organizational,
organizational-management
and
diagnostic blocks, enriched with internal and
interdisciplinary connections, which create real
opportunities for preparing students-young people for
international communication. It leads to the
establishment of "Friendship", "Ethnoculture",
"Volunteer"
clubs
and
ensuring
the
active
participation of students.
Cultural interests and interests of all people living
in Uzbekistan should be reflected in educational
programs for social and humanitarian subjects. The
construction of the educational process in this way
prepares the ground for students to fully master their
own national culture and to look with interest at the
culture of other nations and compare them with each
other.
Along with the knowledge of the Uzbek people
and the cultural life of Uzbekistan, the level of socio-
economic development should also be reflected in the
educational content. This, in turn, ensures the
effectiveness of the process of preparing students for
inter-ethnic communication and develops their
national self-awareness skills. In connection with the
regular expansion of the national structure of the
population of Uzbekistan, the issue of preparing
students for communication with them is becoming
more and more urgent. In Uzbekistan, all nationalities
have equal rights, and it is impossible for a
representative of a particular nationality to have a
leading position. Therefore, it is appropriate to
organize the educational process taking into account
the national and cultural characteristics of all students
in general secondary educational institutions in
Uzbekistan.
REFERENCES
[1]
Kaldybekova A. Education of students in the
spirit of internationalism in the process of
teaching Urhun-Enisei written monuments. /
Pedagogical education. – 2006, No. 4. – page 55
[2]
Kamalova K.F. Воспитания культуры
поведение
подростков
в
семье
на
взаимовляюших традициях узбекского и
татарского народов: Автореф. дисс. ...
канд.пед.наук. - T.: 1995. – page 22.
[3]
Musurmonova O. Pedagogical foundations
of formation of spiritual culture of high school
students,1993. - 364 page
[4]
Akramova G.R. Didactic foundations of the
formation of concepts of tolerance in elementary
school students, 2007, 139 page.
[5]
Rejametova I.I. Pedagogical foundations of
educating teenagers in an international spirit (as
an example of the activities of National-Cultural
Centers): Pedagogical Sciences nomz. ... diss. -
T., 2006. - 145 page.
[6]
Мubinova Z.F. Педагогика этничности и
толерантности: теория, практика, проблемы.
Издание Башкирского университета / Z.F.
Mubinova, 2000, page 136.
[7]
Taychinov M.G. Развитие национального
образования
в
поликультурном
многонациональном
обществе
/М.G.Taychinov // Педагогика. - 1999. - №2. – page
30-35.
[8]
Yusupova H.I. Theoretical foundations of
preparing
students
for
international
communication. // Monograph. -Tashkent:
Science and Technology, 2013, page
