In a world where digital skills determine future success, access to quality education is not a luxury—it’s a necessity. My name is Muslima Olimova, a young changemaker from Uzbekistan, and I founded Muslima Academy to create a bridge between global knowledge and ambitious youth, especially girls from Central Asia.
Born and raised in Andijan, I grew up seeing many talented youth who lacked access to resources, mentors, and international opportunities. Despite living in a digital era, many were unaware of online courses, scholarships, or even how to build a strong CV. That’s when I realized that change had to start somewhere—and I chose to be that start.
Muslima Academy is a youth-led educational platform where we offer online courses, career guidance, international certificate programs, and practical tasks that help students build their portfolios. Our mission is clear: empower 10,000+ youth by 2026 with the tools, skills, and global mindset needed for the 21st century.
We offer affordable access to:
Weekly live masterclasses
Scholarship application coaching
CV and motivation letter writing
Public speaking and personal branding
Mentorship and internship opportunities
What makes us unique is our commitment to inclusivity and real-world impact. In just one year, our students have been accepted into global summits, won international competitions, and even launched their own startups.
As a founder, I also work as a community ambassador for Wakelet in Uzbekistan and collaborate with international organizations to bring global education home. The story of Muslima Academy is not just mine—it belongs to every student who dares to dream big.
My dream? That one day, no youth from our region feels left behind in the digital revolution. Muslima Academy is more than an initiative. It’s a movement. And we’re just getting started.
Muslima Olimova is a 17-year-old student of Information Systems and Technologies at Andijan State Technical Institute in Uzbekistan. She is the founder of Muslima Academy, a youth-led initiative that empowers young people — especially girls — through education, digital skills, and access to global opportunities. Muslima is also the Uzbekistan Ambassador for Wakelet, a global educational platform, and her academic and creative work has been published in more than 26 countries. She is passionate about using technology, education, and innovation to uplift communities and inspire the next generation of changemakers.
In a world where women are increasingly stepping into leadership roles and shaping the future, stories like that of Muslima Olimova stand out as powerful examples of courage, vision, and impact. At just 17, Muslima is not only a student of Information Systems and Technologies at Andijan State Technical Institute in Uzbekistan but also the founder of Muslima Academy — an initiative aimed at empowering youth, especially girls, through education, digital skills, and global opportunities.
A Dream That Became a Movement
Muslima Academy was born out of a simple yet powerful belief: access to knowledge and global exposure can change lives. What started as a small educational initiative has now become a dynamic platform for students, freelancers, and aspiring leaders across Uzbekistan and beyond. Through online courses, international certificate programs, grant writing workshops, and mentorship, the Academy has touched the lives of hundreds of young people.
Facing Challenges as a Young Female Leader
Starting a project as a young girl in Central Asia comes with its share of barriers — from societal expectations to limited resources. Muslima faced skepticism, financial difficulties, and the challenge of balancing her academic life with her entrepreneurial dream. Yet, with resilience and a clear purpose, she turned these challenges into motivation. “I wanted to show that age and gender do not limit what we can achieve,” she says.
From Local Impact to Global Recognition
Muslima’s efforts didn’t go unnoticed. She became the Uzbekistan Ambassador of Wakelet, a UK-based global education platform. Her scientific articles, books, and essays are now published in over 26 countries. She’s also a winner of multiple science Olympiads and startup competitions, proving that young women can lead innovation just as boldly as anyone.
Building for the Future
Muslima is currently working on expanding Muslima Academy and launching new projects like EduMingle — a platform that connects youth with real-world tasks, mentors, and portfolio-building opportunities. Her startup ideas combine AI, blockchain, and education to create sustainable solutions for freelance workers and learners.
Through her work, she is building more than platforms — she is building confidence in girls who doubt themselves, opportunity for youth who feel left behind, and hope for communities ready to rise.
The Message
Muslima’s journey is not just about personal success. It’s a call to action — to invest in girls, trust their ideas, and create ecosystems where young people can lead change. As she says, “You don’t need to wait to be older, richer, or more experienced to make an impact. You can start now — with a purpose, a laptop, and a dream.”
Motivation of Foreign Students to Learn the Russian Language in a Non-Linguistic Environment
Introduction
The modern language policy of many countries aims at integration into the global educational and cultural space. In this context, learning foreign languages, particularly Russian, is becoming increasingly important. However, the effectiveness of learning largely depends on the level of student motivation, especially in a non-linguistic environment – that is, in countries and regions where Russian is not used in daily life.
This article is dedicated to exploring the motivation of foreign students to study Russian under such conditions, identifying the determining factors, and outlining ways to enhance academic motivation.
1. The Concept of Motivation in the Process of Learning a Foreign Language
Motivation is a combination of internal and external factors that prompt a person to take action. In the context of language learning, motivation plays a key role: it determines the student’s attitude toward the subject, perseverance in overcoming difficulties, and willingness to engage in independent work.
Scientific research identifies two main types of motivation:
– Integrative motivation – the desire to become part of another culture, communicate with its representatives, and understand their way of thinking;
– Instrumental motivation – learning a language for practical purposes: obtaining education, employment, improving social status, etc.
2. Features of Motivation in a Non-Linguistic Environment
For students studying in countries where Russian is not an official or widely spoken language, motivation develops under specific conditions. The absence of a language environment limits practice opportunities, which may reduce interest in the subject. However, with strong personal or professional interest, students maintain high academic motivation.
Factors influencing motivation in such conditions:
– Personal interest in Russian culture and history;
– Presence of relatives or friends who speak Russian;
– Aspiration to study at Russian universities;
– Career prospects associated with Russian language proficiency;
– Participation in international projects, grants, internships.
3. Empirical Study of Foreign Students’ Motivation
To gain deeper insight into the issue, a survey was conducted among students from Central Asian countries studying in philological and non-philological faculties. The questions concerned their reasons for studying Russian, sources of motivation, and challenges faced.
The results showed that:
– Over 60% of students indicated professional motivation (job, career);
– 25% were motivated by personal interest in culture;
– 15% admitted studying the language as part of the curriculum, without intrinsic motivation.
It was also found that having a teacher who uses interactive methods significantly increases motivation.
4. Problems and Ways to Overcome Them
Studying Russian in a non-linguistic environment comes with a number of challenges that directly affect students’ motivation. Let us consider the main ones:
4.1. Lack of Language Practice
The most commonly mentioned problem is the lack of speaking practice. In situations where Russian is not used in daily life, students struggle to maintain and develop communication skills.
This can lead to decreased confidence and interest in further learning.
Solution: Creating an artificial language environment – organizing Russian-speaking clubs, watching Russian films, participating in online events and forums with Russian-speaking participants.
4.2. Lack of Motivational Stimuli
In many cases, learning occurs “out of duty,” without internal interest. This attitude quickly leads to fatigue and decreased performance.
Solution: Individualized approach – identifying each student’s goals, including assignments related to their interests.
4.3. Limited Access to Modern Learning Resources
In some universities, textbooks are outdated, making learning irrelevant and ineffective.
Solution: Using digital resources, online platforms, and modern Russian language learning apps.
4.4. Psychological Barriers
Students often fear making mistakes when speaking, which hinders their verbal activity.
Solution: Creating a supportive and tolerant atmosphere in class, where mistakes are seen as part of the learning process.
5. Pedagogical Recommendations for Enhancing Motivation
Successful teaching of Russian in a non-linguistic environment requires a creative approach from the teacher. Here are some recommendations:
– Integration of culture into the educational process: lessons on culture, history, cuisine, and Russian art increase interest in the language.
– Project-based learning: students work on mini-projects in Russian – create presentations, videos, conduct interviews.
– Gamification of the learning process: using game formats (quizzes, quests, role-plays) stimulates participation and reduces anxiety.
– Use of motivational interviews: inviting alumni who successfully use Russian in their careers positively influences students’ attitudes.
– Differentiated approach: considering the level of knowledge, interests, and goals of each student helps create a comfortable and motivating environment.
Conclusion
Motivation is a key factor determining the success of learning Russian by foreign students in a non-linguistic environment. Despite external limitations, with proper pedagogical support, the creation of a learning environment, and the use of modern methods, motivation can not only be maintained but also enhanced. Modern technologies, cultural integration, and a learner-centered approach offer broad prospects for effective learning.
Thus, the teacher plays an important role not only as a knowledge provider but also as a motivator who inspires students to learn the Russian language.
References
1. Galskova N.D. Modern Methods of Teaching Foreign Languages. – Moscow: Academia, 2019.
2. Khrolenko V.N. Psychology of Motivation in Learning. – St. Petersburg: Piter, 2021.
3. Belyaev B.V. Psycholinguistics and Foreign Language Teaching. – Moscow: Prosveshchenie, 2020.
4. Frolova L.L. Motivation Features in a Non-Linguistic Environment // Bulletin of Pedagogical Sciences. – 2022.
UROLOGICAL DISEASES AND THEIR MEDICAL TREATMENT: A COMPREHENSIVE SCIENTIFIC REVIEW
Anorov Sirojiddin Nozimjon o’g’li
A student of the Faculty of Medicine, Alfraganus University
Abstract: This comprehensive review explores common urological conditions—urinary tract infections (UTIs), urinary incontinence, benign prostatic hyperplasia (BPH), kidney stones, neurogenic bladder, and urological fibrosis syndromes—and their evidence-based medical and minimally invasive treatments. We summarize current pharmacological therapies, endo-urologic procedures, and emerging interventions while highlighting prevention strategies and future research directions.
Introduction: Urological diseases significantly impact global health, affecting over 26 million individuals annually and causing more than \$11 billion in healthcare expenditures.Effective management of these conditions is critical to improving patient quality of life and reducing the burden on health systems.
COMMON UROLOGICAL DISEASES & THEIR MEDICAL MANAGEMENT
Urinary Tract Infections (UTIs)
UTIs remain one of the most common infections in primary and hospital care, especially in women
Antibiotic therapy: remains first-line but contributes to increasing antimicrobial resistance
Non-antibiotic adjuncts(cranberry products, D-mannose, probiotics, NSAIDs, estrogens, immunotherapy) show promise but evidence lacks to fully replace antibiotics
Probiotics: with anti-inflammatory and microbiome-modulating effects, are gaining attention for UTI prevention and recurrence reduction .
Urinary Incontinence: Urinary incontinence (UI) encompasses stress, urge, overflow, and functional types and significantly impairs quality of life.
Benign Prostatic Hyperplasia (BPH): BPH affects >60% of men over 50 and causes lower urinary symptoms such as frequency, urgency, weak flow, and nocturia.
α1-blockers (tamsulosin, alfuzosin) and 5α-reductase inhibitors (finasteride, dutasteride) are first-line therapies.
Minimally invasive procedures: Transurethral microwave thermotherapy (TUMT) offers symptomatic relief with fewer complications, though with higher retreatment rates than TURP.
Surgical gold standard: Transurethral resection of the prostate (TURP) is highly effective, albeit with risks.
Kidney stones are commonly managed with non-invasive or minimally invasive approaches:
Extracorporeal shock wave lithotripsy (ESWL) is the standard therapy for stones <20 mm, achieving 80–85% success, with risks of renal hematoma and trauma.
Adjunct α-blockers post-ESWL enhance stone passage.
Endoscopic and percutaneous options** include ureteroscopy, laser lithotripsy, and percutaneous nephrolithotomy .
Neurogenic Bladder
Neurogenic bladder arises from neurological disorders (spinal injury, MS, Parkinson’s) and causes retention, incontinence, recurrent UTIs, stones, and renal damag .
Management involves clean intermittent catheterization, behavioral interventions, botulinum toxin injections, antimuscarinics, and surgical reconstruction for refractory cases .
Urological Fibrosis Disorders: Conditions such as Peyronie’s disease and urethral strictures involve fibrotic scarring.
Antifibrotic agents (collagenase injections, mitomycin C, verapamil, interferon) reduce fibrosis and recurrence, with collagenase (CCH) approved for Peyronie’s disease.
CONCLUSION: Urological disorders span infections, functional dysfunction, obstructive, calculi, neurogenic, and fibrotic etiologies. Treatment strategies range from lifestyle modification and antibiotics to pharmacotherapy, minimally invasive procedures, advanced surgeries, and emerging therapies like robotics and tissue engineering. A multidisciplinary, evidence-based, patient‑centered approach is essential to optimize outcomes, enhance quality of life, and reduce health-care costs.
REFERENCES:
1. Das et al. Probiotics in common urological conditions: narrative review.
2. Systematic review on antifibrotics in urology. *PubMed*
3. Non-antibiotic UTI prevention.
4. Leite G. Multidisciplinary treatment of urological syndromes.
5. Kidney stone disease – ESWL overview.
6. Endo-urology and stone management. *Urology PMC*
7. Urinary incontinence management.
8. Urological health in women – prevention. *J Womens Health PMC*
Blended Learning: Combining Traditional and Online Teaching Methods
Ibodullayeva Dilnura Shavkat qizi
Uzbekistan State World Languages University
English First Faculty
Abstract: Blended learning is an instructional approach that integrates traditional face-to-face teaching with digital learning tools to enhance educational outcomes. In the context of English as a Foreign Language (EFL) education, this model offers a balanced framework that supports both language proficiency and learner engagement. By combining in-class interaction with online resources such as videos, mobile applications, and interactive assignments, blended learning fosters a more flexible and student-centered environment. This article examines the concept and principles of blended learning, highlighting its key advantages, including improved learner autonomy, increased motivation, and personalized learning paths. It also addresses common challenges such as technological limitations, teacher preparedness, and student adaptation. Practical strategies for effective implementation in EFL classrooms are discussed, with a focus on maintaining instructional quality and promoting active learning. Overall, blended learning emerges as a powerful tool for modernizing English language instruction and meeting the diverse needs of today’s learners in a rapidly evolving educational landscape.
Keywords: Blended learning, English teaching, digital education, online tools, language learning, hybrid instruction
As technology becomes more important in our lives, the way people learn is also changing. Traditional teaching methods that rely only on books, blackboards, and classroom discussions are no longer enough to meet the needs of 21st-century learners. Today’s students often expect more flexible, interactive, and personalized ways of learning. This is especially true in language education, where practicing speaking, listening, reading, and writing requires regular engagement both inside and outside the classroom.
Blended learning (also called hybrid learning) offers a modern solution. It mixes two styles of teaching:
1. Traditional classroom learning with a teacher present
2. Online learning using websites, mobile apps, and digital platforms
By combining these methods, teachers can offer more dynamic and flexible lessons. Students can benefit from direct instruction as well as self-paced learning at home. This article discusses why blended learning is effective for teaching English and how teachers can use it successfully.
Blended learning is not just about using technology in class; it is about creating a balance between physical interaction and digital experiences. For example, a teacher may introduce a grammar topic during a class session, then assign related practice exercises on a learning platform like Google Classroom or Quizlet. Students complete these tasks at home, receive instant feedback, and then return to class ready to practice speaking or ask questions.
Blended learning can include:
Pre-recorded video lectures (e.g., YouTube, Khan Academy)
Live video classes (e.g., Zoom, Microsoft Teams)
Interactive games and quizzes (e.g., Kahoot, Quizizz)
Learning management systems (e.g., Moodle, Edmodo)
Language learning apps (e.g., Duolingo, Memrise)
The goal is to give students more control over how and when they study while keeping the teacher involved as a guide and support system. Blended learning allows students to study at their own pace. For example, a student who needs more time to understand passive voice in English can watch tutorial videos several times until they feel confident. Meanwhile, faster learners can move on to new materials.
Using multimedia tools such as short videos, animated grammar lessons, and online games can make learning fun and exciting. This increases student motivation, especially among young learners who are familiar with smartphones and tablets.
In traditional classrooms, students often depend on the teacher for answers. But blended learning encourages independent learning. For example, a student practicing pronunciation using a mobile app can correct their own mistakes and repeat as many times as needed. This builds self-confidence and autonomy.
Students can watch pre-class videos or do short readings before lessons (flipped classroom model). Then, classroom time is used for speaking activities, peer interaction, and practical tasks. After class, students can review what they learned online.
Teachers can use online platforms to track students’ progress, give feedback, and manage assignments easily. This saves time and allows for more effective planning. In many regions, students may not have access to computers, smartphones, or stable internet connections. This creates digital inequality, which can limit the success of blended programs. Not all teachers are trained in using digital tools or designing online content. Without training, it is difficult to integrate technology into lessons meaningfully.
Blended learning requires students to manage their own time and complete tasks without close supervision. Some students may lack the motivation or responsibility to complete online homework.
Creating good blended lessons takes time and skill. Teachers must carefully connect online and offline tasks so that they support each other. Poor planning can lead to confusion or repetition.
To implement blended learning effectively in English language instruction, educators should adopt a strategic and structured approach that aligns pedagogical goals with appropriate technological tools. A gradual and well-supported transition is essential for long-term success and sustainability. One of the first principles is to start with simple, accessible tools. Teachers may begin by integrating familiar digital resources such as YouTube for authentic listening practice or Google Docs for collaborative writing tasks. This minimizes cognitive overload and allows both teachers and students to build digital confidence before transitioning to more advanced learning management systems (LMS) or platforms such as Moodle, Canvas, or Microsoft Teams.
An effective strategy is to integrate language skills in meaningful ways. For instance, grammar or vocabulary lessons can be paired with interactive speaking or writing tasks conducted online. This integrated approach enhances both linguistic competence and communicative fluency. Additionally, digital feedback tools such as Edpuzzle, Socrative, and Quizlet offer immediate, personalized feedback that helps learners self-monitor progress and engage in formative assessment. These tools can significantly increase learner motivation and autonomy.
Another innovative method is the flipped classroom model, where instructional content (e.g., video lectures or reading materials) is delivered prior to class, allowing classroom time to be used for interactive activities such as role-plays, discussions, or peer reviews. This model not only maximizes student talk time but also encourages higher-order thinking and learner-centered instruction.
In K–12 settings, the involvement of parents and school supervisors plays a crucial role. Parents can assist younger learners with time management, ensure consistent access to digital tools, and reinforce learning routines at home. Administrative support is also vital for providing necessary infrastructure, professional development, and monitoring implementation.
By adopting these pedagogically sound and technologically supported strategies, English language teachers can create an inclusive and dynamic blended learning environment that meets the diverse needs of 21st-century learners, enhances motivation, and improves language acquisition outcomes.
Blended learning has emerged as a sustainable and forward-looking instructional approach within English language education, offering a balanced integration of traditional pedagogy and digital innovation. By combining the immediacy and interpersonal benefits of classroom interaction with the flexibility, accessibility, and diversity of online resources, this model addresses a wide range of learner needs and enhances both engagement and language proficiency. The dual modality not only facilitates the development of core linguistic skills but also fosters learner autonomy, digital literacy, and motivation—key components for success in 21st-century education.
Furthermore, the model supports differentiated instruction, enabling teachers to tailor materials and tasks according to individual learners’ pace, proficiency levels, and learning preferences. This level of adaptability is particularly beneficial in heterogeneous classrooms and under-resourced educational settings.
Despite certain challenges—including inconsistent access to technology, lack of institutional infrastructure, and the need for ongoing teacher training—these issues can be mitigated through strategic planning, sustained professional development, stakeholder collaboration, and evidence-based policy frameworks. The growing availability of educational technologies and the increasing familiarity of both students and teachers with digital tools further support the viability of this approach.
As global educational landscapes continue to evolve in response to technological, social, and economic shifts, blended learning is poised to become a cornerstone of innovative and inclusive English language instruction. Its capacity to merge pedagogical tradition with technological advancement ensures that it will remain a relevant and effective model for cultivating communicative competence and lifelong learning skills in diverse learning environments.
References
1. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In Bonk, C. J., & Graham, C. R. (Eds.), The Handbook of Blended Learning. San Francisco: Pfeiffer.
2. Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass.
3. Dudeney, G., & Hockly, N. (2007). How to Teach English with Technology. Pearson Education.
4. Picciano, A. G. (2017). Theories and Frameworks for Online Education. Online Learning Journal, 21(3), 166–190.
5. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education.
Backend programming languages and their advantages
A backend developer provides functionality for a website or web application, data processing. Therefore, backend developers must be familiar with working with data warehouses. They are also required to be able to work with algorithms of varying degrees of complexity and build architectures for projects. In fact, backend refers to both software and hardware. However, historically, backend has also been clearly distinguished from web-development. And this is currently the most popular area.
Backend programming languages are used to create applications that run on the server side. With the help of these languages, you can process data, write server logic and work with databases. Some popular backend programming languages are:
A backend developer must know at least programming languages such as Java, Python, Ruby, etc.
Popular programming languages in which backend developers write code are PHP, Ruby, Python, Node.js, C # and Java. A good backend developer will usually be a master of one of these languages, but will also have the ability to code in 2 or 3 programming languages. Backend developers will also need to be proficient with at least one of the following databases: MySQL, PostgreSQL, Oracle, and SQL Server.
PHP is a common scripting language that is widely used for developing web applications. It is currently supported by a large number of hosting providers and is one of the leading languages used for creating dynamic websites.
Many content management systems, with backend languages that cannot do JavaScript, are built in the same programming language as many large, complex web applications.
The Java software platform is a set of software products and specifications from Sun Microsystems, formerly an independent company and now a subsidiary of Oracle Corporation, that together provide a framework for developing software and integrating it into any cross-platform application.
Ruby is a dynamic, reflective, interpreted high-level programming language. The language has operating system-independent multiprocessing, powerful dynamic typing, a garbage collector, and many other features.
Python is a high-level general-purpose programming language aimed at improving programmer productivity and code readability. The Python core syntax is minimalist. At the same time, the standard library contains a large set of useful functions.
A backend developer pays close attention to the architecture of databases, scripts, and websites. The code written by BackEnd developers helps to deliver database data to the browser.
BackEnd developers usually work with developers on the front-end to work on the design of a site or application (or to make changes to this design if necessary) and to develop their code.
Go was developed by Google, has high performance and ease of use.
C# is used to create scalable web applications using the .NET framework.
These languages are different from each other and are chosen depending on the requirements of the project. Each language has its own advantages and disadvantages, so programmers make a choice based on their needs. Backend programming languages have several advantages. These languages allow you to create applications that run on the server side. The following are the main advantages:
1. Data Ingestion: Receiving and processing requests from users or other systems.
2. Data Processing: Analyzing, correcting, and applying the necessary logic to the received data.
3. Database Management: Performing CRUD (Create, Read, Update, Delete) operations, i.e. creating, reading, updating, and deleting data.
4. API Creation: Creating RESTful or GraphQL APIs to communicate with the user interface or other services.
6. Error Handling: Detecting and handling errors that occur in the application, and delivering appropriate messages to the user.
7. Logging: Implementing logging functions to monitor system activity and problems that occur.
8. System Expansion and Optimization: Adding new features as the application grows, improving performance, and optimizing resources.
9. Server Management: When the application is deployed on the server, dealing with server configuration, monitoring, and updates.
These activities represent the main processes performed by backend developers in application development. The goal of each activity is to ensure the reliability and efficiency of the system.
Conclusion: If the question arises, “How is this organized, or in what sequence are tasks performed?”, Backend should be chosen. Backend programming languages are used to create applications that run on the server side. These languages are used to process data, write server logic, and work with databases.
Olimova Muslima was born on August 7, 2007 in Asaka, Andijan region. Her interest in science and technology from a young age made her a talented and hardworking person. Muslima graduated from school No. 13 of Asaka district with a gold medal and became a prizewinner at the regional stage of science Olympiads.Currently, Muslima is a 1st-year student at Andijan State Technical Institute, majoring in “Information Systems and Technologies”. She is an ambassador of the “Wakelet” community in Uzbekistan and works in the field of global science.Muslima has published many scientific articles, theses and books, her books are sold in 26+ countries. As a Star Up winner and founder of Muslima Academy, she inspires young people, implements new ideas and scientific innovations.Muslima’s achievements make her famous not only in her country, but also worldwide. Her life and work are a source of inspiration for young people, demonstrating the importance of determination and hard work in realizing dreams.
