Ecotourism as a Tool for Sustainable Development: Environmental, Social, and Economic Perspectives

Ecotourism has emerged as one of the most effective approaches to achieving sustainable development in the tourism sector. Unlike mass tourism, ecotourism emphasizes environmental conservation, community participation, and cultural preservation. This article explores the role of ecotourism as a tool for sustainable development, analyzing its environmental, social, and economic impacts. Special attention is given to developing countries, where ecotourism serves as a mechanism for poverty reduction, biodiversity protection, and regional development.

The study highlights both the opportunities and challenges associated with ecotourism and proposes recommendations for its effective implementation. Tourism is one of the fastest-growing sectors of the global economy, contributing significantly to employment, income generation, and cultural exchange. However, conventional mass tourism often leads to environmental degradation, cultural commodification, and unequal economic benefits. In response to these challenges, ecotourism has gained global recognition as a sustainable alternative.

Ecotourism is defined as responsible travel to natural areas that conserves the environment, sustains the well-being of local people, and involves interpretation and education. Over the past decades, ecotourism has become an important topic in geography, environmental studies, and development economics. This article aims to examine ecotourism as a tool for sustainable development and evaluate its environmental, social, and economic dimensions. One of the primary objectives of ecotourism is environmental conservation.

Natural ecosystems such as forests, wetlands, mountains, and coastal zones form the foundation of ecotourism activities. By assigning economic value to natural resources, ecotourism encourages their protection rather than exploitation. Protected areas supported by ecotourism revenues often benefit from improved management, biodiversity monitoring, and conservation programs. Entrance fees, guided tours, and eco-lodges generate funds that can be reinvested into environmental protection.

Furthermore, ecotourism promotes environmental awareness among tourists, fostering responsible behavior and appreciation for nature. However, poorly managed ecotourism can also result in environmental pressure, including waste generation, habitat disturbance, and overuse of fragile ecosystems. Therefore, strict environmental regulations and sustainable planning are essential to ensure that ecotourism fulfills its conservation goals.

Ecotourism plays a vital role in strengthening local communities. Unlike mass tourism, which is often controlled by external investors, ecotourism prioritizes community participation and local ownership. This approach empowers local residents by providing employment opportunities and supporting traditional livelihoods.

Cultural heritage, local customs, and indigenous knowledge are integral components of ecotourism experiences. Tourists engage with local communities through cultural tours, handicrafts, traditional cuisine, and storytelling. As a result, ecotourism contributes to cultural preservation and intercultural understanding. Nevertheless, challenges such as cultural commodification and unequal benefit distribution may arise.

To address these issues, inclusive governance, capacity building, and fair revenue-sharing mechanisms are necessary. From an economic perspective, ecotourism contributes to diversified income sources, especially in rural and remote regions. It stimulates local entrepreneurship through small-scale businesses such as guesthouses, guiding services, transportation, and food production. In developing countries, ecotourism has proven effective in poverty alleviation and regional development.

By attracting environmentally conscious travelers, destinations can generate stable income while minimizing negative impacts. Moreover, ecotourism enhances the image of destinations on the international stage, promoting sustainable branding and competitiveness. Despite its benefits, ecotourism requires initial investments in infrastructure, education, and marketing. Without proper planning, economic leakage may occur, reducing benefits for local communities.

While ecotourism offers numerous advantages, several challenges hinder its sustainable implementation. These include lack of clear definitions, weak regulatory frameworks, insufficient professional training, and limited awareness among stakeholders. Climate change poses an additional threat, affecting natural attractions and biodiversity. Extreme weather events, ecosystem degradation, and water scarcity may reduce the attractiveness of ecotourism destinations. Therefore, climate adaptation strategies must be integrated into ecotourism planning.

Recommendations for Sustainable Ecotourism

To maximize the positive impacts of ecotourism, the following measures are recommended:

Development of clear national and regional ecotourism strategies

Strengthening environmental regulations and monitoring systems

Enhancing local community participation and ownership

Investing in education, training, and environmental awareness.

These measures can ensure that ecotourism remains a viable and responsible development pathway. Ecotourism represents a powerful tool for achieving sustainable development by balancing environmental protection, social equity, and economic growth. When properly planned and managed, it contributes to biodiversity conservation, community empowerment, and regional development.

However, the success of ecotourism depends on effective governance, stakeholder collaboration, and long-term sustainability strategies. In the context of global environmental challenges, ecotourism offers a promising model for responsible tourism development. Future research should focus on measuring its long-term impacts and developing innovative approaches to enhance sustainability in diverse geographical contexts.

                     PEDAGOGICAL VIEWS OF ABDULLA AVLONI

                              Daminova Sevinch Tuychi qizi

                  3rd-year Student, Primary Education Program,

                  National Pedagogical University of Uzbekistan

Abstract

This article analyzes the life and pedagogical views of Abdulla Avloni, an Uzbek enlightener, poet, playwright, and educator. It examines Avloni’s role in the development of public education in Uzbekistan, the essence and significance of his work “Turkiy Guliston or Morality,” as well as his ideas on enlightenment and national awakening. The article scientifically explores the thinker’s interpretation of education and upbringing as the most important factors in human life, the theoretical and practical aspects of his pedagogical activity, and his contribution to the development of the modern Uzbek school system. In addition, the relevance of Abdulla Avloni’s views on knowledge, morality, upbringing, and patriotism for today’s education system is highlighted.

Keywords: Abdulla Avloni, pedagogy, upbringing, enlightenment, morality, Jadid school, education, national awakening.

At the beginning of the 20th century, the national awakening and enlightenment movement gained wide momentum in Turkestan. During this period, among the intellectuals who called the people toward knowledge, culture, and progress, Abdulla Avloni occupied a special place. As a poet, playwright, publicist, public figure, and most importantly, a devoted educator of the people, he left an incomparable mark on the history of Uzbek pedagogy. Abdulla Avloni dedicated his entire life to enlightening the nation and educating the younger generation in the spirit of knowledge and morality.

Throughout his career, Avloni worked as a teacher, established new-method schools, created textbooks, and encouraged the public toward enlightenment through the press. His pedagogical views were innovative for his time and continue to play a significant role in shaping the modern education system today.

The thinker’s work “Turkiy Guliston or Morality” is considered a masterpiece of Uzbek folk pedagogy. In this work, he scientifically presents his views on morality, upbringing, knowledge, and human development. Avloni’s ideas on education and upbringing have retained their relevance not only in his own time but also in the present day. Therefore, studying his pedagogical heritage and applying it to modern educational practice holds great scientific and practical significance.

Abdulla Avloni (1878–1934) is one of the most prominent enlightenment figures, educators, and writers to emerge during the period of national awakening of the Uzbek people. He was born on July 12, 1878, in the Mergancha neighborhood of Tashkent, into a family of craftsmen. Showing an interest in learning from an early age, Avloni first studied at a traditional school and later at a madrasa. Entering the world of literature and enlightenment in his youth, this talented young man began writing poetry at the age of fifteen. In his early works, he called on the people to escape ignorance, study in new-method schools, and acquire knowledge and professions.

Avloni’s enlightenment activity was primarily manifested in the field of journalism. In 1907, he published the newspapers “Shuhrat” and “Osiyo”, serving as their editor and promoting ideas of enlightenment, unity, and progress. Although the tsarist government soon shut down these publications, Avloni did not cease his activities. He continued his work in the newspapers “Sadoyi Turkiston”, “Turon”, and the journal “Kasabachilik Harakati”, making an invaluable contribution to the formation of Uzbek journalism. He regarded the press as a force that awakens the people, calling it “a lamp that illuminates the darkness of ignorance.”

Abdulla Avloni’s pedagogical activity formed the essence of his entire life. He viewed teaching not merely as a profession but as a sacred duty in service to the nation. In his lessons, he paid special attention to nurturing students’ independent thinking, patriotism, and moral purity. He considered expressive reading, emotional engagement with texts, and sincere communication between teacher and student as essential components of the educational process.

In “Turkiy Guliston or Morality,” Avloni deeply analyzes the issue of human perfection. According to him, upbringing is the fundamental foundation of human life. He famously wrote: “For us, upbringing is a matter of either life or death, salvation or destruction, happiness or catastrophe.” Through these words, Avloni interprets upbringing not only as a personal matter but as a factor determining the fate of the nation.

In his works, he divides upbringing into four main directions:

The timing of upbringing – education must begin from early childhood;

Physical upbringing – a healthy mind is formed through a healthy body;

Intellectual upbringing – developing intelligence, striving for knowledge, and cultivating thinking; Moral upbringing – instilling virtues such as honesty, conscience, patience, and compassion.

Avloni’s pedagogical views were considered innovative approaches in his time. He regarded education and upbringing as inseparable concepts “like body and soul,” emphasizing that teaching and moral education complement one another.

The thinker viewed morality as the highest human virtue. In “Turkiy Guliston or Morality,” he divided human behavior into two categories: good morals and bad morals. Good morals include patriotism, cleanliness, courage, conscience, patience, and kindness, while bad morals include ignorance, anger, laziness, lying, and greed. Avloni supported these ideas with verses from the Qur’an, hadiths, and the wisdom of thinkers such as Socrates, Aristotle, Ibn Sina (Avicenna), Sa‘di, and Bedil.

As an educator, Avloni sought to cultivate love for the mother tongue, respect for knowledge, diligence, and loyalty to the homeland among the younger generation. His poems and fables written for children possess strong educational value, fostering love for books, labor, and nature. In his poems about the Motherland, the poet depicts the homeland as a beautiful, generous, and prosperous land, instilling a sense of pride and honor in children.

Avloni’s work “A Brief History of the Prophets and the History of Islam” was written in a religious-enlightenment direction, aiming to acquaint the younger generation with Islamic history and enrich their spiritual world. This work was widely used as a textbook for primary schools in its time.

The thinker was not only a writer but also an active practical educator. During the 1920s and 1930s, Abdulla Avloni taught at the Teachers’ Seminary in Tashkent, the Faculty of Pedagogy, and the Central Asian University, where he trained many young teachers. During these years, he compiled the textbook “Literature Chrestomathy,” thereby laying the foundation for the methodology of teaching Uzbek literature in schools.

Throughout his life, Avloni devoted himself wholeheartedly to the enlightenment of the nation. In recognition of his services, he was awarded the honorary title “Hero of Labor” in 1927 and “Shock Worker of Public Education of Uzbekistan” in 1930. His name is still remembered with great respect in the history of the Uzbek education system. Today, schools, streets, scientific centers, and a museum at the Institute for Advanced Training of Teachers in Tashkent bear the name of Abdulla Avloni, honoring his invaluable contribution to education and enlightenment.

Abdulla Avloni regarded education as a powerful force leading the people toward freedom, culture, and progress. He emphasized the irreplaceable role of the teacher’s personality in educating the younger generation as well-rounded individuals. Therefore, Avloni can be regarded not only as a great figure of his own time, but also as one of the founders of the entire history of Uzbek pedagogy.

In conclusion, Abdulla Avloni is a great educator, poet, and enlightener who left an indelible mark on the spiritual and educational life of the Uzbek people. His views remain highly relevant not only for his own era, but also for the modern education system today. In his pedagogical activity, Avloni placed upbringing at the center of human life, interpreting it as the most important factor in the nation’s prosperity and the development of society.

His work “Turkiy Guliston or Morality” is a masterpiece of Uzbek pedagogical thought. It addresses the issues of educating a well-rounded generation based on values such as moral integrity, aspiration for knowledge, patriotism, compassion, and humaneness. For Avloni, education and upbringing were inseparable concepts; he highly valued the teacher as the most important figure shaping the future of the nation.

Even today, the ideas put forward by Avloni—humanism, moral education, loyalty to national values, love of knowledge, and the cultivation of independent thinking—are fully aligned with the main directions of modern education. Therefore, the legacy of Abdulla Avloni stands as the foundation of Uzbek pedagogy and an inexhaustible spiritual source in the upbringing of the younger generation.

References

Zunnunov, A. (2004). History of Pedagogy. Tashkent.

Dolimov, U. Abdulla Avloni as the Founder of Uzbek Pedagogy of the National Awakening Period.

Ziyouz. (n.d.). Retrieved from www.ziyouz.com

Daminova Sevinch Tuychi qizi was born in 2006 in Shahrisabz district, Kashkadarya region, Uzbekistan. She graduated successfully from Secondary School No. 72 in Shahrisabz district, Kashkadarya region. Since 2023, she has been a student of the present-day National Pedagogical University of Uzbekistan.

During her academic journey, she has distinguished herself through her high level of activity, strong interest in science, and initiative. She has carried out volunteer activities at the Pinnacle Science Republican Scientific Center, contributing to the promotion of scientific research among young people.

Sevinch Daminova is the author of scientific articles published in prestigious journals of countries such as the United States, Singapore, and Russia, which reflects her recognition at the international level as a young researcher. She is the holder of more than 50 diplomas and certificates and has actively participated in numerous national and international competitions.

In 2025, she became the recipient of the “Future Star” Statuette, organized on the scale of the Commonwealth of Independent States. She has also been awarded the “Advanced Generation” badge and the “Devoted to High Science” badge. In the “Mosaic of Nations” competition organized by the Jadids International Scientific Research Association, she won first place and was awarded the “Friendship” badge.

She is the author of a number of poems and international scientific articles, successfully combining creativity and scientific research. She is a determined and ambitious young scholar who aims to contribute to the development and prosperity of her country in the future.

Longing

I longed for studying,
I thought cotton was a game
I Said, “Come in a week”
Father, I missed you.

I want to eat your baked bread,
I want to see your fair face
Your daughter appreciated you.
Mother I missed you.

My stomach doesnʼt get full from macaroni,
I donʼt want to eat bitter soup
Nights donʼt suit me,
Mother, I missed you.

I brought your photo
I bought your promise,
I even saw it in My dreams
I loved My beloved, I missed you.

The watermelon sellers donʼt sell watermelons
The weighers donʼt add kilos
Those at home donʼt get the news.
Classmates, I missed you.

Modern Youth and the Culture of Reading

Today’s youth are swimming in an ocean of information. Every minute begins with new news, new images, and new headlines. For a generation growing up in the glow of phone screens, sources of knowledge have never been so abundant and, at the same time, so shallow. In such a reality, the culture of reading becomes not merely a habit of reading, but a means of protecting the mind, deepening thought, and maintaining spiritual balance. The rapid development of digital technologies has created new forms of information consumption. Today, young people turn more often to electronic resources, social networks, and short-form content than to traditional printed books. However, this does not indicate the complete disappearance of reading culture; rather, it shows that it is transforming and adapting to the demands of the time. The key question remains: can the young mind preserve the ability for deep thinking amid the rapid flow of information?

The culture of reading is the foundation of human thinking. A young person who reads books approaches reality not superficially, but meaningfully. Reading sharpens the mind, enriches speech, and nurtures the soul. Especially literary works teach the younger generation to empathize with different destinies and to understand life from multiple perspectives. Through literary characters, individuals come to know themselves and seek answers to their inner questions. Scientific and popular science literature, in turn, broadens intellectual horizons and strengthens cognitive potential.

Today, educational institutions play a crucial role in shaping reading culture. In schools and higher education institutions where a reading-friendly environment exists, young people begin to perceive books not as an obligation, but as a genuine need. Literary meetings, book presentations, poetry readings, and reading competitions transform books into living and valued cultural assets. At the same time, the reading environment within the family is of immeasurable importance. A child raised in a home where books are read grows into a thoughtful and reflective individual.

The modern library has now become the heart of reading culture. It is no longer merely a place where books are stored, but a spiritual space that encourages young people to explore, think independently, and analyze critically. Electronic libraries, audiobooks, and online platforms adapt reading habits to modern lifestyles. A book read on a mobile device or an audiobook listened to through headphones is also a form of reading. What truly matters is the culture of choice and the aspiration toward high-quality literature.

The abundance of information does not guarantee depth of knowledge. Short texts and rapid posts do not nourish the mind; instead, they distract it. If young people limit themselves to headlines alone, how will their analytical thinking develop? Therefore, today’s youth must engage in conscious, critical, and purposeful reading. The abilities to think deeply, draw conclusions, and make independent decisions are formed precisely through sustained reading.

As a student, I deeply feel that reading is not merely a component of the educational process, but a solid foundation for personal development. Every encounter with a book is not only an act of acquiring knowledge, but also a journey into one’s inner world, an enrichment of the spirit, and a reflection on life choices. Books protect individuals from inner emptiness, illuminate the soul, guide the mind, strengthen moral immunity, and teach a conscious attitude toward various ideological influences. Reading is a dialogue with oneself—a quiet yet profound interaction between thought and emotion. Each page and each chapter opens a new world in the student’s heart, raises new questions, and encourages a more thoughtful and conscious outlook on life. Therefore, reading is not merely an obligation for students, but the most reliable path to spiritual and intellectual growth.

In conclusion, reading culture is not simply the habit of reading books; it is a vital criterion that defines a person’s way of thinking, attitude toward life, and level of spiritual maturity. A young person who reads does not view reality superficially but seeks to understand events deeply and draw meaningful conclusions. The future of modern youth, the development of society, and the intellectual potential of a nation are closely connected to attitudes toward books—a truth made even more evident in today’s fast-paced information age. Technology brings convenience and speed into human life, but it cannot fully provide deep thinking and spiritual richness. Books, however, endow the human mind with depth, guide individuals toward independent thinking and self-awareness, and help them choose the right path in life. Therefore, fostering a love for books in the hearts of young people and transforming reading into a conscious way of life remains one of the most urgent and responsible tasks of our time.

Mental Arithmetic — A Compass Guiding Toward the Future

Choosing the right path in life is essential. Some people lose their way, while others find the right direction early. This difference often lies not in knowledge, but in the ability to think. At this very point, mental arithmetic serves not merely as an academic subject, but as a guiding compass.

Mental arithmetic is the gym of the brain. Just as the human body becomes weak without exercise, the brain also slows down without training. Traditional mathematics usually focuses on the final result, whereas mental arithmetic emphasizes the process. A child thinks about how a problem is solved, visualizes it, and uses both hemispheres of the brain simultaneously. This provides a great advantage not only in mathematics, but also in reading, writing, and everyday life.

Mental arithmetic is not an internal calculator — it is internal confidence. Many parents choose mental arithmetic for the purpose of fast calculation. However, its greatest achievement is increasing a child’s self-confidence. In today’s fast-paced world, knowledge alone is not enough. A person must adapt quickly, make decisions swiftly, and think independently. This subject is like a solid foundation laid for a child’s future. A child who practices mental arithmetic today goes to the board without fear. They do not think about the wrong answer, but about possibilities.

I, Lazokat Pirmatova, entered this field in 2023 by studying at the “IqroKids” Educational Center, and in the same year, I began offering courses myself. I started with only four students, gradually teaching more children, and today I teach mental arithmetic to over 100 students. My students regularly participate in national competitions and proudly win first, second, and third places.

My goal is to raise a generation that thinks. This is not just about giving children knowledge, but about teaching them how to think. In today’s fast and complex world, success does not come from memorized formulas, but from the ability to make independent decisions. In 2024, five of my students earned the opportunity to participate in the Dubai International Olympiad.

I want to see a generation shaped by education that develops personality and character. I did not choose mental arithmetic by chance. I have seen fear of mathematics in the eyes of many children. This fear does not come from numbers, but from inner doubt — the belief of “I can’t do it.” My mission is to free them from that inner insecurity.

In conclusion, my aim is to light a spark in children’s lives through numbers. This light illuminates their path, strengthens their confidence, and encourages them to step boldly into the future. Because true education does not begin with transferring knowledge, but with helping a person believe in themselves. For me, mental arithmetic is not just a field of education — it is a future built on confidence.

Lazokat Ortigaliyevna Pirmatova is a fourth-year student in the Preschool Education program at the Faculty of Pedagogy and Psychology of Kokand State University.

INNOVATIVE AND DIGITAL METHODS FOR DEVELOPING READING CULTURE AMONG SENIOR SCHOOL STUDENTS

Abstract

This article examines pedagogical mechanisms for increasing senior school students’ interest in reading under conditions of global informatization. It highlights the integration of modern technologies such as Book Blogging, QR Quest, and SMM Simulation into the educational process while moving away from traditional teaching methods. As a result of the study, methodological recommendations for developing reading culture among senior school students were developed.

Keywords: reading culture, innovative methods, senior school students, digital pedagogy, book blogging, critical thinking, motivation.

INTRODUCTION

In the modern education system, enriching students spiritually and developing independent thinking skills are among the most important objectives. However, the rapid development of the internet and social networks has caused senior school students to drift away from reading books. According to statistical data, adolescents tend to perceive information mainly in visual and short formats (clip thinking), which creates difficulties in reading lengthy literary works. Therefore, pedagogy faces the task of promoting reading culture through innovative methods adapted to students’ age and interests.

LITERATURE REVIEW AND METHODOLOGY

The issue of developing reading culture has long been a focus of pedagogical research. Uzbek pedagogue Q. Yoldoshev emphasized enriching students’ inner world through literary analysis, while contemporary studies increasingly highlight the role of the social environment.

In particular, M.A. Zaynitdinova scientifically substantiated the importance of family environment and systematic cooperation with parents in fostering students’ interest in reading. As noted by the author, “Cooperation between parents and schools is one of the most important factors in positively changing students’ attitudes toward books.” This idea suggests that reading should not be limited to classroom activities but should become an integral part of students’ daily lives.

Foreign researcher M. Prensky introduced the concept of “digital natives”, proving that modern adolescents prefer interactive and visual forms of information rather than traditional formats. These theoretical perspectives allow reading culture to be studied at the intersection of digital technologies and family values.

This study employed a systemic approach, pedagogical observation, and comparative analysis methods. The research process was organized in three stages based on experimental work conducted among senior school students.

Diagnostic stage: A survey revealed that 65% of students lacked time for reading, while 20% considered literary works boring.

Practical and innovative stage: The following innovative technologies were implemented in experimental groups:

Book Trailer Project: Students created 60-second video advertisements based on books they read, enabling deeper understanding through visualization.

Family–School–Book Model: Based on Zaynitdinova’s methodology, activities such as “Best Reading Family of the Week” contests and online reading sessions were organized with parents, increasing students’ social responsibility toward reading.

Literary QR Quests: Interactive games were organized in classrooms and libraries, allowing students to move to the next “station” by answering book-related questions.

Analytical stage: After implementing innovative methods, students’ motivation for reading increased by 35%, and their literary analysis skills showed qualitative improvement.

RESULTS AND DISCUSSION

The implementation of innovative methods led to a significant positive dynamic in students’ reading activities. The results can be analyzed through the following indicators:

Motivational indicator: After introducing book blogging and QR quests, 42% of students developed intrinsic motivation toward reading, compared to 18% in the control group.

Family factor influence: Applying the family–school cooperation model increased students’ daily reading time at home from 25–30 minutes to 55–60 minutes, explained by joint book discussions with parents.

Creative approach: The use of SMM simulation increased students’ comprehension of literary works by 1.5 times. Students learned to interpret characters through modern formats such as posts and comments rather than simple memorization.

Comparative analysis shows that traditional teaching methods form a “passive learner” model, while innovative and collaborative methods transform students into “active researchers.” Observations and surveys conducted in senior classes indicate that only 15–20% of students read regularly in classes without innovative approaches. Applying the proposed methodology can increase this indicator to 35–40%.

CONCLUSION

In conclusion, developing reading culture among senior school students is a crucial process in enhancing national spirituality. Instead of rejecting technology, it should be transformed into an assistant for reading. As emphasized by M.A. Zaynitdinova, only through joint efforts of schools and families can books become an inseparable part of students’ lives.

References

Mirziyoyev, Sh.M. (2017). Resolution on the Comprehensive Program for Developing the Publishing and Distribution System of Books and Promoting Reading Culture. PQ-3271.

Cabinet of Ministers of the Republic of Uzbekistan. (2020). Resolution No. 781 on the National Program for Developing and Supporting Reading Culture (2020–2025).

Zaynitdinova, M.A. (2024). Cooperation with Parents in Enhancing Students’ Reading Culture. Educational Research in Modern World, No. 4.

Yoldoshev, Q. (2012). Methods of Teaching Literature. Tashkent: Fan va Texnologiya.

Togayev, Sh. (2020). Pedagogical Foundations of Developing Reading Culture among Students. Tashkent.

Ismoilova, M. (2018). Pedagogical Technologies and Teaching Mastery. Tashkent: Iqtisod-Moliya.

Zunnunov, A. (1992). Methods of Teaching Literature. Tashkent: O‘qituvchi.

Mavlonova, R., & Torayeva, O. (2008). Pedagogy. Tashkent: O‘qituvchi.

Pajares, F. (2002). Self-efficacy Beliefs in Academic Settings. Review of Educational Research.

Gilmanshina, S.I. (2021). Innovative Technologies in the Reading Process. Modern Pedagogical Education.

Odinaxon Qodirova is a student of the Pedagogy program at the Faculty of Pedagogy and Psychology, Fergana State University. She is an active participant in numerous academic and educational projects.

She is the holder of nearly 20 international certificates and diplomas and has participated in both international and national conferences. She has been awarded the “Umid Niholi” breast badge for her achievements.

Her scientific works are indexed on Google Scholar, reflecting her academic and research activity.

ORGAN SWELLS

The blonde prize bride,

taffeta train swelling

across an anticipatory aisle,

marches ceremonially

toward her waiting, hungry moon.

BESIDE MYSELF INSIDE YOU

I’m old and I’m married

and a thousand miles away.

And yet–

O succubus!

Embrace!

SUIT FOR EVERY SEASON

One season for clubs, for spades, diamonds, hearts:

one suit for every season.

One card for every week in the year:

each suit has a baker’s dozen.

One season for clubs, for spades, diamonds, hearts:

one suit for every season.

One card for every week in the year:

each suit has a baker’s dozen.

Stud poker is what we’re dealt these cards for:

clubs for the living, spades for the dead,

diamonds for the rich ones, hearts for the poor.

–Hurry up and deal, we all said,

and save the talk for later!

Sailors and gamblers all die between decks,

one suit for every season.

The sailor waits for his day of shipwreck,

the gambler plays for the losing.

–We’re dealt such a salty game of paker:

Here’s the salt for the baker’s bread

and salt for the wet grave of the sailor.

–Just pass the salt, is what we said,

and hold our snack for later.

Lawyers salt their brief times away at court,

one suit for every season;

laws just clubs and spades; they steal the divorced

diamonds, bury hearts with reason.

The dealer shuffles and his hands go blur

and he passes the blacks and reds

and fills our hands with clubs, spades, diamonds, hearts.

–Just deal me wild cards, we each said,

and leave justice for others.

One season for clubs, for spades, diamonds, hearts:

one suit for every season.

One card for every week in the year:

each suit has a baker’s dozen.

Stud poker is what we’re dealt these cards for:

spades to the living, hearts for the dead,

diamonds from the rich ones, clubs on the poor.

–Just deal those cards, we said, we said.

and keep speeches for later!

QUOTIDIAN

Nostalgia deferred.

We all live in tomorrow’s yesterday.

Somebody dies. Somebody enters our lives. The sky reddens. A fog sets in. Airplanes crash. A package arrives. Stock prices change. A buck crosses a brook at dawn. Cancer spreads. A sperm enters an egg. A poem happens.

We all live in yesterday’s tomorrow.

Mysteries resolved.

BECOMING WAS

My bedside clock

tictockless digital.

The visible face

of is becoming was.

No trace of change

or decay. No sound

surrounds our wake.