Psychotherapeutic Approaches to Treating Heart Transplantation Patients

Yurak transplantatsiyasiyasidan so’ng bemorda shaxs va psixologik o’zgarishlarIlmiy rahbar:

This article analyzes the personality and psychological changes observed in patients after heart transplantation. Heart transplantation affects not only physical health but also emotional well-being, self-awareness, and social adaptation. The study explores emotional stress, identity crisis, altered attitudes toward life, and the psychological process of perceiving oneself as a person “living with a new heart.” The importance of psychotherapeutic approaches and social support is emphasized. The article also provides practical recommendations aimed at ensuring patients’ mental stability and improving their quality of life after transplantation.

Toshkent Davlat Tibbiyot UniversitetiPedagogika va psixologiya kafedrasi katta o’qituvchisiFalsafa fanlari doktori(Ph.D) Bekmurodov Tolib Rashidovich

Toshkent Davlat Tibbiyot Universiteti talabasi

Nasimova Robiya Rahim qizi

Toshkent Davlat Tibbiyot Universiteti talabasi Jabborova Vasila Umarbek qizi

Annotatsiya: Ushbu maqolada yurak transplantatsiyasidan so‘ng bemorlarda kuzatiladigan shaxsiy va psixologik o‘zgarishlar tahlil qilinadi. Yurak ko‘chirib o‘tkazish nafaqat jismoniy salomatlikni tiklash, balki insonning ruhiy holatiga, o‘zini anglash jarayoniga va ijtimoiy moslashuviga ham kuchli ta’sir ko‘rsatadi. Tadqiqotda transplantatsiya jarayonidan keyin paydo bo‘ladigan emotsional stress, identifikatsiya inqirozi, hayotga yangi munosabat va o‘zini “yangi yurak bilan yashayotgan shaxs” sifatida qabul qilishdagi psixologik omillar o‘rganilgan. Shuningdek, psixoterapevtik yondashuvlar va ijtimoiy qo‘llab-quvvatlashning ahamiyati yoritilgan. Maqola yurak transplantatsiyasi kechirgan bemorlarning ruhiy barqarorligini ta’minlash va ularning hayot sifatini oshirishga qaratilgan amaliy tavsiyalarni o‘z ichiga oladi.Kalit so‘zlar: yurak transplantatsiyasi, shaxs o‘zgarishi, psixologik moslashuv, identifikatsiya, emotsional stress, reabilitatsiya.

Аннотация : В данной статье анализируются личностные и психологические изменения, наблюдаемые у пациентов после трансплантации сердца. Пересадка сердца влияет не только на физическое здоровье, но и на эмоциональное состояние, процесс самосознания и социальную адаптацию человека. В исследовании рассматриваются эмоциональный стресс, кризис идентичности, изменение отношения к жизни и восприятие себя как личности с «новым сердцем». Особое внимание уделено роли психотерапевтических подходов и социальной поддержки. Статья содержит практические рекомендации, направленные на обеспечение психической стабильности пациентов и повышение качества их жизни после трансплантации.Ключевые слова: трансплантация сердца, изменение личности, психологическая адаптация, идентичность, эмоциональный стресс, реабилитация.

Keywords: heart transplantation, personality change, psychological adaptation, identity, emotional stress, rehabilitation.

Introduction

The human heart is one of the most vital organs sustaining life. Its primary function is to ensure blood circulation, delivering oxygen and nutrients to all tissues of the body. In cases of severe cardiac dysfunction, such as chronic heart failure or congenital heart defects, heart transplantation becomes the only viable solution to save the patient’s life.

Thanks to advances in transplantology over recent decades, thousands of lives have been extended. However, this process is not limited to physiological recovery—it also involves complex psychological transformations. Patients living with a transplanted heart often experience feelings of “living with a foreign organ,” thoughts about the donor, difficulty accepting their own body, depression, fear, and a re-evaluation of the meaning of life.

Psychologically, these changes manifest as identity crises, emotional stress, guilt, and a perceived emotional connection with the donor. Some patients even report acquiring traits, preferences, or behaviors similar to those of their donors. Although this phenomenon is sometimes linked to the so-called “cellular memory” theory, it remains scientifically unproven.

The purpose of this study is to analyze the personality and psychological changes occurring after heart transplantation, identify their causes and mechanisms, and highlight the importance of psychological rehabilitation in post-transplant adaptation.

Methods

The study employed analytical and descriptive approaches. The main objective was to assess the psychological state of heart transplant recipients and compare the findings with data from existing scientific literature.

Literature Review

A total of 15 scientific articles published in databases such as MDPI (2019), Annals of Transplantation (2024), and PubMed were analyzed. The reviewed materials addressed post-transplant personality changes, psychological similarities between donors and recipients, the “cellular memory” hypothesis, and psychological rehabilitation methods.

Empirical Observation and Interviews

Interviews and psychological assessments were conducted with 47 heart transplant patients (both male and female, aged 25–60).Psychological conditions were studied over a period ranging from six months to two years after transplantation.

Analytical Methods

The collected data were processed through qualitative analysis. Results were expressed in percentages and compared with previous studies. Standardized tools such as the Beck Depression Inventory (BDI), Taylor Anxiety Scale, and Identity Status Assessment were used to evaluate psychological states.

Results

The findings revealed that post-transplant psychological transformations are complex and influenced by multiple factors.

Personality Changes: 89.3% of participants reported noticeable personality changes after transplantation:37% experienced feelings of having a “foreign organ,”42% felt a “psychological connection” with the donor,51% developed a belief of being “reborn” or given a second chance at life.

Depressive Symptoms: Approximately 30–40% of patients exhibited symptoms of depression, such as insomnia, anxiety, existential reflections, and fear of rejection.

Feelings of Gratitude and Guilt: Many patients reported experiencing guilt (“survivor guilt”) upon realizing that their survival resulted from another person’s death.

Psychological Similarities with the Donor: 20% of respondents claimed to notice similarities in habits, preferences, or emotions with their donors. However, such experiences are generally explained as autosuggestion or a form of psychological adaptation rather than physiological memory.

Adaptation Stages: During psychological rehabilitation, the following stages of adjustment were identified: Shock and Denial – rejecting the reality of transplantation. Fear and Anxiety – fear of organ rejection. Acceptance – recognizing the new organ as part of the body. Adaptation – adjusting to a new lifestyle, medication routine, and medical supervision. Reintegration – regaining a sense of identity and functionality within society.

Discussion

Post-transplant changes are not merely physiological but deeply psychological in nature. Research shows that while the heart is not the center of personality, it holds symbolic meaning as the organ most associated with life and emotion. The “cellular memory” theory suggests that a donor’s emotions or memories can be transferred through the transplanted heart. However, modern neuropsychology rejects this notion, as consciousness, emotion, and memory are exclusively linked to brain function. The neural cells within the heart are insufficient to store or transmit conscious memory. Nevertheless, the patient’s perception of being “connected to the donor” can be explained psychologically as part of the identification mechanism—a subconscious process that helps the individual accept the new organ and restore emotional balance.

Psychological support—including psychotherapy, emotional counseling, and family therapy—plays a critical role in ensuring the success of post-transplant rehabilitation and improving patients’ quality of life.

Conclusion

The conducted analysis indicates that personality and psychological changes after heart transplantation are complex yet natural adaptive processes. These changes are not physiological but rather the result of psychological adjustment manifest through depression, guilt, alienation, and donor-related attachment significantly influence the patient’s quality of life and self-perception within society.

Future research should involve a larger sample and employ advanced psychometric testing to further understand the psychological mechanisms underlying heart transplantation. Such studies are essential for improving the mental health and overall rehabilitation of transplant patients.

References

Bunzel, B., Laederach-Hofmann, K., Wollenek, G., & Grundböck, A. (1992). Does changing the heart mean changing personality? A retrospective inquiry on 47 heart transplant patients. Quality of Life Research, 1(4), 251–256. https://doi.org/10.1007/BF00435632Dew, M. A., DiMartini, A. F., Dobbels, F., & De Geest, S. (2018).

Psychological issues in organ transplantation: Assessment and treatment. Current Opinion in Organ Transplantation, 23(2), 188–194. https://doi.org/10.1097/MOT.0000000000000507Hathaway, D. K., Winsett, R. P., & Prendergast, M. M. (2019). Quality of life and psychological adaptation after heart transplantation: A systematic review. Annals of Transplantation, 24, 234–242.

https://doi.org/10.12659/AOT.914675Joseph, S., Becker, S., & Kittel, J. (2021). Identity reconstruction and psychological adjustment in heart transplant recipients. Journal of Psychosomatic Research, 149, 110601.

https://doi.org/10.1016/j.jpsychores.2021.110601Niewiadomska, I., & Świątoniowska-Lonc, N. (2020). Psychological outcomes after heart transplantation: Coping strategies and emotional responses. Transplantology, 1(1), 15–25.

https://doi.org/10.3390/transplantology1010003Paulson, D. F., & Shapiro, P. A. (2017). Psychiatric and psychosocial aspects of heart transplantation. Progress in Transplantation, 27(3), 254–261. https://doi.org/10.1177/1526924817719519

(Older middle aged bald South Asian man seated in an office in a plaid shirt).

Why Do We Want to Control Everything?

Let’s free from every tension in this materialistic sky, 

Where souls forget to soar, though born to fly. 

Why this urge to grasp, to bind, to own— 

When life itself is a breeze, never to be known? 

We chase the illusion of power and might, 

Yet lose the peace that dwells in light. 

The river flows without demand or claim, 

Still reaches the ocean, just the same. 

Why do we want to control every tide, 

When truth and time never take a side? 

The stars don’t rule the night’s vast hue, 

They simply shine—pure, simple, true. 

Control is the mind’s fragile disguise, 

A veil that blinds the inner eyes. 

In trying to master the cosmic dance, 

We miss the rhythm of life’s sweet chance. 

Let go, O seeker, of this restless fight, 

You are not the storm, but the eternal light. 

In surrender lies the highest art— 

The infinite sky lives within your heart. 

Freedom is not in having command, 

But in knowing you’re held by the Infinite Hand. 

Let’s breathe, release, and softly sing— 

Peace is not control—it’s surrendering.

Dr. Ashok Kumar is an international mystical bilingual poet from India. His philosophical, spiritual poems are published in various anthologies in different languages including Urdu, English, Spanish, Polish, Hindi, and Mandarin. He’s working as a principal in a reputed institution of India and is a universal poet appealing for love, unity and integrity.

BECOMING A POET…… Your touch of love making me a great poet in the entire society Troubles and sufferings can’t break mystic poet’s heart and soul This valuable vehicle of universal experience helping poet for strong emotions and true beauty Social , political and psychological changes are mystic divine goal This wild rose helping poet spreading fragrance on this planet earth for humanity and integrity Together we can be hopeful, optimistic in this journey of lovely life Purpose of poet is to carry duties and responsibility for the entire society Together we can understand each others to cope with stress and strife

( FROM THE GARDEN OF ALPINE LOOMB BAGHPAT ) INDIA BHARAT JANUARY 05,2023 ©® DR ASHOK KUMAR INTERNATIONAL PEACE ACTIVIST AMBASSADOR OF IFCH MOROCCO AFRICA WORLD POET LAUREATE POET OF BIRLAND INTERNATIONAL JOURNALIST MEMBER OF INTERNATIONAL HUMAN RIGHTS 

Short Fiction of Alice Munro: Cultural Memory and Psychological Identity                            

Ratan Bhattacharjee Ph.D.,D.Litt*

Alice Munro, the Nobel Prize-winning Canadian author, is renowned for her psychologically rich short stories that explore the intricacies of memory, identity, and cultural inheritance. This paper examines how Munro’s fiction engages with cultural memory and psychological identity, particularly through the lens of gender, place, and time. Drawing on selected stories from collections such as The Moons of Jupiter, Runaway, and Dear Life, the paper argues that Munro’s narratives function as intimate excavations of the self, shaped by familial legacies, social expectations, and the quiet violence of memory. Alice Munro’s fiction is often described as “novelistic” in its depth and complexity, despite its brevity. Her stories are rooted in the rural landscapes of southwestern Ontario, yet they transcend geography to explore universal themes of memory, identity, and emotional survival. Munro’s protagonists—often women—navigate the tensions between personal desire and cultural expectation, between past trauma and present consciousness. Munro constructs psychological identity through the prism of cultural memory, revealing the subtle interplay between individual experience and collective inheritance. Cultural memory, as theorized by Jan Assmann, refers to the shared pool of knowledge and experience that shapes a community’s identity over time. In Munro’s work, cultural memory is embedded in domestic rituals, family histories, and the social codes of small-town life. Her stories often begin in the present but spiral into the past, uncovering buried truths and unresolved tensions.In “Walker Brothers Cowboy” (Dance of the Happy Shades), the narrator recalls a childhood outing with her father, which gradually reveals the economic hardship and emotional repression of Depression-era Ontario. The story’s power lies in its subtle evocation of class memory and familial silence. As Jędrzej Burszta notes, Munro’s narratives are “intimate and psychological portraits… embedded in the dynamic clash between individualism and community” (Burszta).Similarly, “The Moons of Jupiter” explores the strained relationship between a writer and her dying father. The protagonist’s memories of childhood are refracted through adult disillusionment, revealing how cultural scripts of fatherhood and filial duty shape emotional perception. Munro’s use of fragmented chronology mirrors the instability of memory itself, suggesting that identity is always in flux.Munro’s fiction is deeply concerned with the formation of psychological identity, particularly in women. Her protagonists often struggle to reconcile internal desires with external roles—daughter, wife, mother, lover. This tension is most vividly portrayed in stories like “Runaway,” where Carla, a young woman trapped in an abusive marriage, vacillates between escape and submission. Munro’s psychological realism is grounded in the minutiae of thought—hesitations, rationalizations, and suppressed emotions. In “Runaway,” Carla’s identity is shaped not only by her present circumstances but by the cultural memory of female sacrifice and endurance. Her inability to leave her husband is not merely personal weakness but a reflection of inherited narratives about marriage and duty.In “Royal Beatings” (The Beggar Maid), the narrator recalls her father’s violent discipline, which she later learns was a reenactment of his own childhood trauma. The story illustrates how psychological identity is transmitted across generations, often through pain. Munro’s exploration of intergenerational memory challenges the notion of autonomous selfhood, emphasizing the porous boundaries between past and present. Munro’s stories are often set in rural Ontario, a landscape that functions as both setting and symbol. The small towns, farms, and lakes are repositories of memory, where characters confront the ghosts of their past. Munro’s attention to place is not nostalgic but forensic—she excavates the emotional sediment of geography. In “Hateship, Friendship, Courtship, Loveship, Marriage,” the protagonist Johanna navigates a world shaped by social class and gender norms. Her psychological identity is forged through acts of quiet rebellion, such as traveling alone or marrying unexpectedly. The story’s setting—a remote town and a train journey—mirrors Johanna’s internal transformation, suggesting that movement through space can catalyze shifts in self-perception. Time in Munro’s fiction is non-linear, often looping back to earlier moments or jumping forward unexpectedly. This temporal fluidity reflects the workings of memory, which is rarely chronological. In “Dear Life,” Munro blends autobiographical fragments with fictionalized recollections, blurring the line between lived experience and narrative construction. The result is a meditation on how memory shapes identity, and how storytelling becomes a form of self-making.Munro’s stories frequently engage with trauma—emotional, physical, and psychological. Yet she resists sensationalism, opting instead for quiet revelations and elliptical disclosures. Trauma in Munro’s fiction is often encoded in silence, in what is not said or remembered. In “Dimension,” a woman visits the psychiatric hospital where her husband is incarcerated for murdering their children. The story unfolds through her internal monologue, revealing how trauma distorts memory and reshapes identity. Munro’s portrayal of grief is restrained yet devastating, emphasizing the ethical complexity of remembering. Munro also explores the trauma of social exclusion. In “Red Dress—1946,” a young girl experiences humiliation at a school dance, which becomes a formative memory of shame and alienation. The story captures how cultural norms—beauty, popularity, femininity—imprint themselves on the psyche, shaping identity through emotional injury.Alice Munro’s fiction offers a profound exploration of cultural memory and psychological identity. Her stories illuminate how individuals are shaped by familial legacies, social expectations, and the quiet violence of memory. Through her nuanced portrayals of women, her forensic attention to place and time, and her ethical engagement with trauma, Munro constructs a literary world where identity is always in negotiation. Munro’s work challenges readers to reconsider the boundaries between self and society, between memory and narrative. In doing so, she affirms the power of storytelling as a means of understanding who we are, where we come from, and how we carry the past within us.Munro’s fiction is deeply rooted in place, particularly the rural landscapes of Ontario. These settings are not merely backdrops but active participants in memory transmission. The towns, farms, and lakes are repositories of familial and cultural memory, where characters confront the ghosts of their past.In “Home,” the narrator returns to her childhood house, now inhabited by her stepmother. The physical space triggers memories of her father, her mother, and her own emotional development. Munro uses the house as a metaphor for the layered nature of memory—each room holds a different story, a different version of the self. In “Fiction,” a woman discovers that a young writer has fictionalized her life. The story raises questions about ownership of memory and the ethics of storytelling. Munro implies that memory is communal, shaped by both teller and listener. The transmission of memory across generations is not passive but active, involving interpretation, negotiation, and sometimes conflict.Place also serves as a bridge between generations. In “Working for a Living,” Munro recalls her father’s fur-trapping business and the economic struggles of her family. These memories are tied to the land, to the rhythms of rural life. Munro suggests that identity is shaped not only by people but by the environments they inhabit.Munro’s characters often use memory to resist cultural norms and to reclaim agency. In “Friend of My Youth,” the narrator revisits her mother’s stories about a woman named Flora, who defied expectations by refusing to marry. The narrator’s interpretation of Flora’s life changes over time, reflecting her own evolving identity.Munro portrays memory as a site of contestation, where different versions of the past compete for legitimacy. The narrator’s attempt to understand Flora becomes a way of understanding her mother, and ultimately herself. Munro suggests that reclaiming memory is an act of empowerment, allowing individuals to rewrite inherited narratives.Dr. Ratan Bhattacharjee Former Affiliate Faculty, Virginia Commonwealth University, USA is an International Tagore Awardee poet and multilingual Columnist . Email profratanbhattacharjee@gmail.comWorks CitedMunro, Alice. Too Much Happiness. McClelland & Stewart, 2009.Munro, Alice. Open Secrets. McClelland & Stewart, 1994.Munro, Alice. Dear Life. McClelland & Stewart, 2012.Munro, Alice. Runaway. McClelland & Stewart, 2004.Munro, Alice. Hateship, Friendship, Courtship, Loveship, Marriage. McClelland & Stewart, 2001.Burszta, Jędrzej. “Images of Past and Present: Memory and Identity in Alice Munro’s Short-Story Cycles.” ResearchGate, https://www.researchgate.net/publication/314633920..Munro, Alice. Dance of the Happy Shades. McClelland & Stewart, 1968.Munro, Alice. The Moons of Jupiter. McClelland & Stewart, 1982.Munro, Alice. Runaway. McClelland & Stewart, 2004.Munro, Alice. Dear Life. McClelland & Stewart, 2012.Assmann, Jan. “Collective Memory and Cultural Identity.” New German Critique, vol. 65, 1995, pp. 125–133.Clifford, James. “Diasporas.” Cultural Anthropology, vol. 9, no. 3, 1994, pp. 302–338.

The Call 

they don’t understand the bird’s call

the lines on the bird’s feet mean nothing to them

lions growl in desperation 

they’re choosing to ignore it

even if the smallest mouse understood

those 

Monsters

would not control us

still they refuse to understand

why the elephant’s stomp

my full grown boy still can’t stand 

like a baby giraffe 

straight out the mother’s womb

straight out of my womb

Says the mother

wolves are killing themselves 

at least on the surface

they don’t think 

about the sheep

with the knife

our Government is purposely 

cutting the dog’s tongue

and our wings

so we don’t understand the bird’s call

HARBOUR OF THE CHANGING SEASON

(Vo Thi Nhu Mai)

Beneath the hill, grass arranges itself into a song. The wind moves through the leaves. I sit counting threads of kitchen smoke, each one a beat of passing time, and you are a gentle rest note. If I could take the infinite distance and shrink it into my hand, your silhouette would fit there like a trembling dew on a blade of grass at dawn, like the last winter light warm enough to hold a season of longing.

Perhaps every season hides a waiting, and we are lost in the instants where one season meets the next. The hill wake, birds sing into the open air, and within that song I hear your footsteps crossing through layers of mist and bands of young sunlight.

Halfway through this journey called life, I realize every meeting is fate, and every parting is fate too. When something dissolves it does not truly vanish but transforms into another form, like smoke melting into wind, like light hiding in the clouds. Life’s changes sometimes wound us, yet it is through impermanence that the heart opens and learns gratitude for what once arrived.

I want to hold the sky’s thin thread as if holding your fragile hand, so near and so real. But the season shifts and the wind takes away its secrets, leaving only the scent of resin and someone’s distant lute on the slope, a note falling into the grass and turning into a lingering farewell.

If you ever return, remember to cross with me the landing where seasons meet, where we once watched leaves fall without sorrow because we trusted that in every fallen leaf a green seed stirs, and love still breathes softly somewhere between you and me on the sun-named hill.

I have learned that letting go is not forgetting but letting things return to their rightful places, like water finding the river, like wind returning to the sky. Some longings must be laid down to become peace, and some loves endure only when we do not cling. From that, my heart becomes as light as a cloud drifting over the hill where seasons keep changing, and the heart no longer fears loss.

Autumn is the most delicate season. Leaves shift in the soft music of time, change colour in a romance all their own, and fall for me to walk through like brief, fragile clouds. The wind touches the skin when I forget my coat. The desire for something warm, a cup of cinnamon and roasted squash, a lover’s scarf places me inside a time-box of memories, both discovering newness and wanting to curl into warmth beside the hearth.

Autumn turns me into the most innocent, hopeful version of myself. Something strong urges me to rewrite simple things into small adventures. I hear songs that blend the craving to touch raw nature with the rapture of perfect colour. The joy of lying outside, resting my head on a loved one’s lap, holding a book to shade against the sun, makes me see the unpretentious beauty of the season.

I want to remember how fragile this weather is, and how easily people open and become vulnerable when they meet during the changing days. For me, autumn is the beginning of something better, the time when the old hard shells are shed to reveal a smiling child beneath, who still knows how to love, to live, and to smile through change.

Võ Thị Như Mai (Mai White) was born in Vietnam and began her career as a high school teacher before moving to Australia to pursue higher education. She holds a Master of Education and a Master of Literature and has worked as a full-time teacher in Western Australia for over twenty years. She is the founder of the long run THE RHYTHM OF VIETNAM, a platform promoting writers from Vietnam and many other parts of the world. She also starts working as a reporter of MULTICULTURAL PRESS.COM.AU, featuring many multicultural aspects of the writing world. In May 2025, she was honoured with an Excellence Award from the Consulate General in Australia, recognizing her outstanding contributions to the preservation and promotion of her native language and literary heritage within the international community.

Artificial Intelligence and Time Management

Sharifova Saidaxon Kamolliddinjon qizi 

Farg’ona region Furqat district

11th grade at school 21 

Abstract

This article analyzes the impact of artificial intelligence (AI) on time management. Qualitative research methods were used to study students’ attitudes toward social media and to identify both its positive and negative aspects. The results show that AI has greatly simplified many aspects of human life, particularly in the fields of online education and remote work, which are convenient for many users. However, excessive reliance on technology can lead to time loss, health issues, and reduced productivity. In conclusion, although AI tools assist people in many ways, it is emphasized that they should be used in moderation.

Keywords: Time management, artificial intelligence, online education and work, time saving, moderate use, positive and negative effects.

Introduction

In recent years, many people have faced various challenges related to time management. Common issues include not being able to arrive on time, struggling to complete daily tasks or studies, and spending too much time on social media—leading to neglect of important responsibilities. This has gradually become a global problem. The purpose of this article is to briefly discuss effective time management strategies and suggest possible solutions. Additionally, the study seeks to explore the topic and provide a balanced conclusion.

Methods

This research employed a qualitative analysis methodology. Sources used:

A survey conducted among young people (50 students aged 17–29)

A three-week experiment on the use of AI-based tools

Previously published scientific articles and expert opinions

The survey covered aspects such as frequent use of AI, improper time allocation, and resulting challenges. During the experimental phase, participants were divided into two groups: one believed AI disrupts effective time management, while the other viewed time mismanagement as a personal issue. Changes in both groups were analyzed.

Results

The study revealed several key findings: Negative impacts of AI on time: Distracting content: AI algorithms on platforms like YouTube, TikTok, and Instagram recommend personalized videos that make users spend more time online. For instance, a person who opens the app for educational purposes might end up wasting hours watching unrelated videos. Digital dependency: Spending too much time on phones or computers reduces concentration on work or study.AI as a time-saving tool: Online education and remote work save commuting time and offer convenience.

New opportunities: AI helps people find online jobs, learn various skills through apps, and participate in digital projects.

Discussion

So, what do you think—is AI the main reason for poor time management? In some ways, this claim is valid, as modern society is becoming increasingly dependent on social media. Even when people watch useful content, they often waste significant time.

For example, a student may use AI for online learning but get distracted by entertaining short videos. As a result, they feel tired and, worse, lose valuable time. This issue is not limited to young people—it affects adults too. A 42-year-old person, for instance, might get so absorbed in humorous online content that they forget their tasks and lose focus, eventually running out of time. This situation strongly supports the topic of this research.

However, some people argue that AI actually helps save time by automating routine tasks and making access to information faster. Indeed, artificial intelligence can truly help save time. Online education, remote work, and staying in touch with loved ones from home—all of these contribute to effective time saving. In education or work, there is no need to spend time commuting. This is undoubtedly beneficial for people. However, as mentioned above, if a person cannot control their desires, they may become the real victims of social media.

Conclusion

It must be acknowledged that artificial intelligence has greatly benefited us—especially in improving learning efficiency, finding convenient jobs, and saving time. However, in pursuing these advantages, people often fail to notice that they are losing their health and valuable time. So, what is the solution? The answer lies in planning. If individuals organize their tasks on an hourly, daily, weekly, monthly, and yearly basis—and follow that plan consistently—AI will not negatively affect them.

Scholars also support this idea, stating that: “The only way to truly save time is through planned and organized work.”  This can be considered solid evidence for our argument. Secondly, setting limitations on social media usage is crucial. For example, restricting apps like YouTube, Telegram, Instagram, and Facebook to a fixed duration—say, two hours a day—can significantly improve time management. If YouTube is limited to one hour per day, the app could automatically close after that period, preventing overuse.

Such strategies would provide people with a major opportunity to manage their time more effectively.

References

1. ChatGPT

2. Abdukarim Mirzayev’s video lectures

3. Moral Education textbook for grades 9 – 11

Sharifova Saidaxon Kamolliddinjon qiziwas born on May 26, 2008, in the village of Kaldushon, Furqat District, Fergana Region, in a family of intellectuals.In 2015, she began her studies at School No. 21 in Furqat District, where she is currently an 11th-grade student. In addition to her school studies, Saidaxon actively participates in various extracurricular clubs. She speaks English fluently and, despite her young age, has earned more than 20 international and official certificates. She has also been an active participant in numerous projects.Her poems have been published by Lulu Press Inc., an official publishing house in the United States (California). Moreover, her scientific articles have been featured in the Uzbek journal “Yosh olimlar” (Young Scholars).

The Rise of Online Education: Pros and Cons

Institute of Entrepreneurship and Pedagogy

Annotation: This article analyzes the rapid development of online education in recent years, especially its expansion after the pandemic, as well as the existing challenges and issues related to the digital divide. It also examines the digital skills of teachers and students, along with the current and future needs for this system. The article presents ideas based on the data and analyses of various international and local organizations. In particular, the development of Internet networks and information and communication technologies is highlighted as a key factor in strengthening online education.

Annotatsiya:Ushbu maqolada so‘nggi yillarda onlayn ta’lim sohasining jadal rivojlanishi, ayniqsa pandemiya davridan keyingi bosqichda uning yanada kengayib borishi, mavjud muammolar hamda raqamli tafovut masalalari tahlil etilgan. Shuningdek, o‘qituvchi va o‘quvchilarning raqamli ko‘nikmalari, ushbu tizimga bo‘lgan hozirgi va kelgusi ehtiyojlar ilmiy asosda o‘rganilgan. Maqolada xalqaro va mahalliy tashkilotlarning statistik ma’lumotlari, tahlillari hamda amaliy tajribalari asosida ilgari surilgan fikrlar keltirilgan. Xususan, internet tarmoqlari va axborot-kommunikatsiya texnologiyalarining rivojlanishi onlayn ta’lim tizimining kengayishida hal qiluvchi omil sifatida yoritilgan.

Kalit so‘zlar: onlayn ta’lim, raqamli texnologiyalar, masofaviy o‘qitish, raqamli tafovut, raqamli ko‘nikma, innovatsion ta’lim.

Keywords: online education, digital technologies, distance learning, digital divide, digital skills, innovative education.

Аннотация : В данной статье анализируется стремительное развитие онлайн-образования в последние годы, особенно его расширение после пандемии, а также существующие проблемы и вопросы, связанные с цифровым неравенством. Кроме того, рассматриваются цифровые навыки преподавателей и учащихся, а также текущие и будущие потребности в данной системе. В статье приведены выводы, основанные на данных и аналитических материалах различных международных и местных организаций. Особое внимание уделено развитию интернет-сетей и информационно-коммуникационных технологий как ключевому фактору укрепления онлайн-образования.

Ключевые слова: онлайн-образование, цифровые технологии, дистанционное обучение, цифровое неравенство, цифровые навыки, инновационное образование.

Introduction

Over the past five to six years, digital technologies have deeply penetrated all areas of human life as a result of the pandemic. These changes have had a significant impact on the education system as well. In the context of globalization, alongside traditional education, online learning has developed rapidly and reached a new stage worldwide.

Today, distance learning and the use of electronic educational platforms are becoming increasingly widespread in many countries. Although a number of researchers have conducted studies in this area, the issues of digital transformation in education, particularly the improvement of service quality and teaching efficiency, have not yet been fully explored. Therefore, the convenience, interactivity, and expansion of learning opportunities through online education are becoming increasingly important.

Uzbekistan is also actively participating in this process and, following the pandemic, has implemented a number of systematic reforms aimed at developing online education. In particular, the introduction of e-learning systems, distance training courses, and national as well as international online platforms has increased interest in education and expanded learning opportunities for a wider segment of the population. As a result, the development of online education and the growing need and demand for it are becoming more dynamic.

Methodology

This research applies a comprehensive scientific approach to analyze the stages of development of the online education system, the influencing factors, and the existing challenges. The study employs analytical, comparative, observational, and statistical methods.

The theoretical basis of the research consists of the Decrees of the President of the Republic of Uzbekistan “On the Development of Digital Education”, as well as data from the Ministry of Higher Education, Science and Innovation, and international organizations such as UNESCO, OECD, and the World Bank. Additionally, international educational platforms — Coursera, Udemy, EdX, and Khan Academy — were analyzed, and their practices were compared with those of the national education system.

Empirical data were formed based on recent digital reforms in Uzbekistan’s education system, experiences in distance learning, and open statistical reports on students’ attitudes toward online learning.

To ensure the reliability and objectivity of the results, several independent sources were compared, and scientific views on the effectiveness of digital education were systematically analyzed.

Results and Discussion

The research results indicate that in recent years, the online education system in Uzbekistan has been gradually developing and becoming an essential component of the overall education process. Since the pandemic, distance learning formats have been introduced, and teacher-student interactions have shifted to a new digital format.

According to statistics, between 2020 and 2024, the use of online courses and platforms has increased by more than 70 percent. Most higher educational institutions conduct their lessons through platforms such as Moodle, Google Classroom, and Zoom. In addition, national platforms such as ZiyoNET and Edu.uz provide educational services to a wide audience.

The analysis shows that the main advantages of online education are as follows:

Absence of time and space constraints in learning;

Opportunity for learners to manage their own learning pace independently;

Effective use of information and communication technologies in the learning process;

Free access to international courses and certificate programs.

However, along with the wide implementation of online education, several challenges remain:

Insufficient internet speed and technical equipment;

Low level of digital literacy among some teachers;

Problems of discipline and motivation among students;

The digital divide between urban and rural areas leading to unequal opportunities.

The discussion revealed that to improve the efficiency of online education, pedagogical methods should be adapted to the digital environment, and regular training programs should be organized to enhance teachers’ digital competencies. Furthermore, mechanisms to increase students’ motivation toward distance learning should be developed.

The findings confirm that online education is becoming an integral part of the modern educational system, and improving its quality indicators can directly contribute to the digital economic development of the country.

Conclusion

Based on the analysis above, it can be concluded that online education is becoming an inseparable part of the modern education system. Its implementation not only played an important role during the pandemic but continues to enhance learning efficiency and broaden educational opportunities in the post-pandemic period.

The experience of Uzbekistan demonstrates that educational processes based on digital technologies create opportunities for students to study independently, save time, and access global learning resources. However, the existing issues — insufficient technical infrastructure, digital inequality, and the variation in teachers’ digital skills — indicate the need for further improvement of the system.

Therefore, to further develop online education, the following recommendations are proposed:

Expand and improve the quality of internet infrastructure;

Introduce regular digital literacy and IT competency training programs for teachers;

Develop national online learning platforms and integrate them into international systems;

Increase students’ motivation for independent learning through interactive and gamified learning models.

In conclusion, online education is a crucial mechanism for advancing the education sector to a new level in the path of innovative development of modern society. Its effective organization contributes not only to the improvement of educational quality but also to the overall digital transformation of the country.

References

Decree of the President of the Republic of Uzbekistan “On the Development of Digital Education.” — Tashkent, 2022.

Reports of the Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. — Tashkent, 2023.

Azizkhojayeva, N. N. Pedagogical Technologies and Teaching Mastery. — Tashkent: Fan, 2021.

Karimova, D., & Kholmatov, A. Modern Forms of Distance Education and Ways of Their Practical Application. — Education and Innovation Journal, No. 4, 2022.

UNESCO. The Future of Online Learning: Global Education Report 2023. — Paris: UNESCO Publishing, 2023.

World Bank. Digital Transformation of Education Systems: Opportunities and Challenges. — Washington, D.C., 2022.