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3-JILD, 6-SON, PART-2 YO’PA
MANAGEMENT OF SCIENTIFIC AND INNOVATIVE
ACTIVITIES IN HIGHER EDUCATIONAL INSTITUTIONS OF
PEDAGOGY.
Khuzhaniyozov Bekzod Sunnatovich
Master's student of Oriental University
https://doi.org/10.5281/zenodo.15827027
ARTICLE INFO
ABSTRACT
Qabul qilindi: 25-Iyun 2025 yil
Ma’qullandi: 28-Iyun 2025 yil
Nashr qilindi: 30-Iyun 2025 yil
The current activities of higher education institutions in
pedagogy require the formation of an educational system
based on digital and innovative approaches, adapted to
the needs of modern society. The processes of preparing
management and teaching staff for innovative activities
in higher education institutions, as well as the problems
and opportunities in this regard, were systematically
studied. The study conducted analyses based on modern
concepts such as artificial intelligence technologies,
digital transformation, innovative management models,
and cluster systems. The theoretical foundations of the
article are covered based on current state documents,
including decrees and resolutions of the President of the
Republic of Uzbekistan, important programs such as the
“New Uzbekistan Development Strategy – 2022–2026”,
“Concept for the Development of Higher Education until
2030”. In this regard, the master's student correctly
determined the political and legal foundations of the
topic. The methodological basis of the work, in addition
to traditional theoretical analysis methods, included
pedagogical observation, interviews, tests, electronic
questionnaires, and mathematical and statistical
analysis methods, which ensured the reliability of the
research results.
KEY WORDS
Education,
innovation,
management, student, teacher,
system, science.
The renewal of society, the development and prospects of our lives and the formation of
socio-economic policy in line with the market economy - requires the training of highly
qualified junior specialists and improving the content of vocational education to ensure the
effectiveness of this process. This task is reflected in a number of laws and regulations, in
particular, guidelines and principles aimed at restructuring the system and content of training
based on the prospects of social and economic development of the country, the needs of
society, modern achievements in science, culture, engineering and technology. . Therefore,
from the first years of independence of our country, the development of professionalism,
skills and abilities of students, the provision of the educational process in pedagogical colleges
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with advanced, scientifically-theoretically based new and modern methods that provide
several specialties in their chosen profession. identified as one of the problems. Indeed, the
main focus of the ongoing strategic tasks in the field of education is focused on the training of
young professionals who can think independently and clearly define the development
prospects necessary for the interests of society and the individual. This creates the need to
modernize the system of training junior specialists in professional colleges and develop its
innovative pedagogical framework. Vocational training does not arise spontaneously but
covers specific stages that are planned based on specific goals. The formation of professional
training in a person is initially determined by the composition of the professional imagination,
concepts, and then explained by the acquisition of knowledge, skills and abilities in the
specialty, the determination and development of professional qualities. One of the important
factors in this process is determined by the existing organizational and pedagogical,
educational and methodological and material and technical conditions in the system of
training junior specialists of professional colleges. MAIN PART. At present, a number of
measures are being taken to improve the logistics of the main link in the system of training
junior pedagogical colleges, to expand the range of educational and methodological
capabilities. However, due to the fact that the content of professional training of students of
pedagogical colleges has not been improved in accordance with the requirements of society,
the results of research in this area are not fully implemented in practice, the full introduction
of innovative technologies in the educational system. requires a conceptual approach to the
research problem. Concepts such as "Innovative approach", "Innovative activity", "Innovative
pedagogy", emerging in the development of modern education, are based on needs, and their
ultimate goal is to make changes and innovations in the field of education that guarantee the
results of the educational process. "Innovation" means the introduction, implementation,
application of innovation. The concept of "innovation" first appeared in the field of cultural
studies in the XIX century, when it was understood that the introduction of one type of culture
into another. In the twentieth century, a new field emerged - the science of innovation. Within
the framework of this science the laws of introduction of technical innovations in the field of
material production began to be studied. When applying innovations to the science of
pedagogy, it is understood to make changes within the pedagogical system aimed at
implementing the educational process and improving its results. The emergence of
pedagogical innovations stems from the difficulties and contradictions in the implementation
of schools by teachers with the need for rapid development. The study of innovation, its
application to the educational process is based on the transition from a traditional type of
teaching, based on the provision of ready-made information on education reform, to an
education system that teaches students to search, find information on their own. Accordingly,
there is a growing need to understand the essence of concepts such as the need for new
knowledge, innovation innovation, innovation processes. The update begins with determining
which part of the learning process to make changes to. The subject of pedagogical innovation
consists of the relationship between the effectiveness of the renewal process and the factors
that determine them, as well as ways to influence these factors in order to increase the
effectiveness of change. Innovation processes are divided into the following stages: 1. The
stage of birth of new ideas and the emergence of the concept of renewal. This is conditionally
called innovation as a result of fundamental and applied research. 2. Creation phase. A novelty
done in a particular object is a material or spiritual thing-pattern. 3. Innovation input phase.
The created innovation is put into practice, processed. This phase ends with the achievement
of high efficiency from the introduced innovation. Then the independent movement of
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innovation begins. The innovations are further broken down into other stages in the
implementation process. 4. The stage of implementation of innovations. It is reflected in the
widespread application of innovations in other areas. 5. Stable service phase of innovation in
a particular field. During the application of the novelty, it loses its novelty feature. this phase
ends with the introduction of more effective innovations instead of innovations. One
innovation is replaced by another, which is even more effective. 6. The phase of reducing the
scope of news in order to replace the news with another news. Innovative processes in
education are divided into two types: 1. Spontaneous innovations. The conditions, means and
ways of implementing the innovation process are carried out without fully understanding the
structure or linking it to the need that arises. Such innovations are often not based on a
scientific basis, but on an empirical basis, based on the requirements of the situation.
Examples of such innovations are the activities of innovative teachers, educators, parents. 2.
Systematic innovations. Innovation in the field of education involves the introduction of
innovations in the organization of the pedagogical process, the purpose, content, methods and
forms of education. The innovation process turns into a scientific novelty or idea, a social
novelty, as well as an educational novelty, through several stages and a set of tools. In this
case, the introduction of innovation is considered as a result of innovation, and the innovation
process is generally understood as the development of the following three stages: the transfer
of ideas (discovery of scientific innovation), practical development of ideas and its
implementation. Innovations can be classified as follows: 1. All pedagogical innovations,
depending on their functional capabilities: the conditions under which innovations ensure an
effective educational process (new content of education, innovative learning environments,
socio-cultural conditions); innovation pedagogical tool, technological education projects, etc .;
organizational management innovations (solutions that ensure the quality of education). 2.
Depending on the area of implementation and application of innovations: in the context of
education; teaching technologies in the field of education; in the system of interaction of
participants of the pedagogical process, in the system of pedagogical means. Systemic
innovations are innovations that have a clear purpose, tasks, arising from the scope of a
particular problem. They are based on the interests of teachers and students and have a
cohesive character. Such innovations are carefully prepared, trained by experts and provided
with the necessary tools (personnel, material, scientific and methodological support) [9]. It is
known that the subject of pedagogical innovation activity is the teacher and his personal
potential. In this case, the socio-cultural, intellectual and moral potential of the teacher will be
of great importance. The essence of the innovation process is reflected in the content of joint
activities of teachers and students, in which the educator helps students to overcome
difficulties. The main essence of pedagogical assistance is characterized by the description of
the innovative method, its purposefulness, as well as the tasks to be solved in the formation
and upbringing of the individual. The personal qualities of students as a subject of the
pedagogical process include: the ability to understand the goals, objectives and guidelines of
the educational process adopted for the current and future stages of teaching; acquisition of
new types of intellectual labor; purposeful professional self-education and independent study,
excellent ability to overcome difficulties, expanding intellectual and professional
opportunities for growth and a strong position, satisfaction with prospects, active
participation in the performance of its social role, etc. One of the most important directions of
the innovative pedagogical process is the development of students' cognitive activity. Such
direction includes the activation of the learning process of students, the activity of
determining their professional specialization. Students' innovative activity can be assessed as
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a creative process and creative activity. The axiological approach to innovative activity means
that a person devotes himself to the process of creating innovation, a set of pedagogical values
created by him. The structure of a teacher's innovative activity consists of components of
creativity and reflection. The most important characteristic of a teacher’s innovative activity is
creativity. Creativity refers to an individual’s ability to create new insights and develop new
skills. There are several stages of creativity in a teacher’s innovative activity: - At the first
stage, ready methodological recommendations will be transferred; - In the second stage, some
devices (modifications), methodological methods will be introduced into the existing system. -
At the third stage, the content, methods and form of implementation of the idea are fully
developed; - In the fourth stage, a unique concept and methodology of teaching and education
will be created. The most important component in the structure of a teacher’s innovative
activity is reflection. Reflection is the ability of a teacher to identify and analyze his or her own
consciousness and activities. Reflection (Latin "Retlxio" - return) is the process of knowing the
subject's own (inner) mental feelings and states [4]. Innovation, expressing the pedagogical
process, applies not only to its didactic structure, but also to the socially significant results
and mental image of the teacher. It signifies openness, the recognition of the opinion of others.
The innovative activity of the teacher implies that it takes place in the dynamics of conflict and
mutual enrichment of different views. The effective implementation of a teacher’s innovative
activities depends on a number of conditions. It includes the teacher’s purposeful
communication, a neutral attitude towards opposing views, and a willingness to teach
recognition of a rational situation in different situations. As a result, the teacher has a
comprehensive topic (motive) that provides his knowledge and scientific activity. Topics
(motives) such as self-activation, self-creativity, self-knowledge and creativity play an
important role in the work of a teacher. This allows the teacher to shape the creativity of the
individual. An important condition for innovation is to create a new situation of
communication. A new state of communication is the ability of a teacher to create his own
position of independence, a new attitude to the science of pedagogy, to himself. The teacher is
not wrapped up in his or her own perspectives, he or she opens up and perfects through rich
forms of pedagogical experience. In such situations, the teacher's way of thinking, mental
culture changes, emotional feelings develop. The next condition is the teacher’s readiness for
culture and communication. The innovative activity of the teacher is aimed at changing reality,
identifying solutions to its problems and methods. Changing the pattern of communication
between teacher and student is one of the conditions of innovative activity. New relationships,
as in the tradition, should be free of elements such as coercion, submission to judgment. They
should be built in the form of peer cooperation, mutual management, mutual assistance. The
most important feature of their relationship is the creative collaboration of teacher and
student. The innovative activity of the teacher is explained by the following main functions: -
Conscious analysis of professional activity; - critical approach to norms; - readiness for
professional news; - to have a creative attitude to the world; - to realize their potential, to
integrate their lifestyle and aspirations into professional activity. Hence, the teacher emerges
as the author, producer, researcher, user, and promoter of new pedagogical technologies,
theories, and concepts.
At the current stage of socio-economic development, research in the field of pedagogy
involves the study of promising areas for determining the content of education. However, in
this area, too, it is necessary to ensure the harmony of modern pedagogical theory with the
pedagogical views created in the past. This requires a reference to the philosophical problems
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of pedagogical science. Because in these sources, the system of views that serve to form a
harmoniously developed person, each person is required to rise to the level of spiritual and
cultural qualities in the educational process of universal, national-ethical, business,
knowledge, perseverance, passion. The content of education plays an important role in this.
To do this, it is necessary to directly rely on the cultural and educational heritage created in
the past and the achievements of world civilization. In order to ensure the coherence and
continuity between modern pedagogical thinking and the views created in the past, it is
necessary to study the philosophical approaches that are the leading issue of pedagogy. At the
same time, the categories of freedom and freedom of thought should form the basis of the
content of education. In this case, first of all, there is a need to put into practice the untapped
potential of pedagogical science. At the present stage, the science of pedagogy has very little
information about the individual, his worldview, his place in society, person and
interpersonal, person and state, person and society relations, the person's place in society, his
duties and responsibilities, ways of cultivating duty and conscience in the developing person.
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