Festival
The freckles of festivity
Comes nearer to me
As I ride along the silhouetted past
Dim lit crevices of my heart
The birdsong knows my happiness
Knows the sorrows of my unfolded dreams
Little by little I get deeply personal
The horizontal dreams are rushing again
The rose dreamt of Jerusalem and heaven
The nocturnal past of Shakespeare’s heroines
The flute of Krishna is forever love
I come together with love and festival.
AI in the Classroom: Educational Revolution or Intellectual Laziness?
It’s hard to ignore how much AI has crept into our daily lives lately, and education is probably where we see it most. Whether it’s students looking for a quick explanation or teachers trying to organize their week, everyone seems to be using it. While some people are excited about how much time it saves, others are honestly a bit worried about where this is all heading.
One of the coolest things about AI is how it treats every student as an individual. Let’s face it: no two people learn at the exact same speed. AI tools can actually track how you’re doing and suggest materials that fit your specific level. For instance, a lot of people nowadays use AI to polish their English or get ready for the IELTS. It lets you skip the stuff you already know and focus on your weak points, which makes the whole process much faster.
Plus, it just makes learning less of a chore. Instead of staring at a dry textbook for hours, you’ve got interactive apps and smart systems that keep things interesting. It also takes a huge load off teachers’ shoulders. By letting AI handle the “boring” stuff—like grading repetitive homework or prepping basic handouts—teachers can actually spend more time talking to their students and tackling the tough topics together.
But, it’s not all perfect. There are some real red flags we shouldn’t ignore. The biggest concern is that students might start leaning on AI a bit too much. If you let an app do all the thinking for you, even for the simple tasks, your own problem-solving skills are bound to get rusty. If we stop challenging ourselves, we aren’t really “learning”—we’re just outsourcing our brains.
There’s also the issue of fairness. Not everyone has a high-speed internet connection or a brand-new laptop. While some students are getting ahead with these fancy tools, others are being left behind just because they don’t have the access. This digital divide is a massive problem, especially in developing parts of the world.
In my view, AI is a fantastic tool, but only if you know how to use it without letting it take over. It should be there to support your learning, not replace your brainpower. At the end of the day, it’s all about finding that balance. If we use it wisely, AI could be the best thing that ever happened to education, but we have to stay in the driver’s seat.
Toshbotirov Bekjaxon Asliddin o‘g‘li was born on April 9, 2009, in Nurobod district of Samarkand region.
He studied at Secondary School No. 1 in Nurobod district from 2016 to 2025. Currently, he is studying at Nurobod District Technical College (Technical School).
Achievements: B2 Multilevel certificate, Ibrat Academy 2+6 program participant, certificate in Artificial Intelligence, member of the National Program.
Interests: Artificial Intelligence and IT.
By Delo Isufi, Albania
Homage to the Indian Poet Rohini Kumar Behera
I write these lines with a sense of احترام and inner gratitude, as a translator who had the privilege to bring his poetic voice closer to Albanian readers.
On March 12, 2026, the world of poetry lost a noble and gentle soul—Rohini Kumar Behera, a poet from Odisha, whose verses carry a rare purity of thought and a quiet spiritual depth. His poetry became part of my literary journey during the preparation and translation of the anthology White Fog, where, among many distinguished Indian poets, his voice revealed a sincerity that is both disarming and enduring.
I also recall with deep respect his life companion, the poet Swapna Behera, whom I had the pleasure to meet twice in India, during poetic festivals. Those encounters remain for me not only memories, but moments where poetry stepped out of the page and became human presence.
This homage is written in my name—as a reader, as a translator, and as someone who believes that poetry builds invisible bridges between cultures.
Peace For Mankind
Peace is sweet and adoring
A world of peace is endearing
A daring venture in present commotion
I dream of a World of Peace
Happiness is more a choice
Peace is kindliness of divine care
A heart comprehending each other
A soul reaching out to one another
Peace is where everything is silent
Peace is a petite gift from God
To nurture for the entire Mankind .
This poem unfolds as a lyrical meditation on peace—not merely as an abstract ideal, but as a lived, spiritual condition. The repetition of the word peace functions as an anaphora, reinforcing its centrality and transforming the poem into a quiet incantation.
Through metaphors of tenderness and divinity, peace becomes “a petite gift from God” and “kindliness of divine care,” elevating it from a human desire to a sacred value. The imagery of “a heart comprehending each other” expresses empathy as the foundation of harmony.
Message:
Peace is both divine and human—something to be nurtured within and shared universally.
My Gratitude
Happiness is my gratitude of veiled wish
Is the key to a life of hallowed bliss
Each moment with love , grace and generosity
A tender feeling of cordiality and positivity
Blessed are those who give without remembering .
Gratitude is riches , complaint a poverty
It can turn a negative into positivity
Is a secret door to ultimate happiness
Is a magnet to all life’s loveliness .
Gratitude can turn a meal into a feast
A house into a home , a stranger into a friend
Has a mission for tomorrow’s Vision .
Grace heals the heart that aches
Mends the wounds and patches the scrapes .
Let us embrace gratitude as our maxim
To express splendour of divinity in true axiom .
In this poem, gratitude is elevated into a life philosophy. Through extended metaphors—gratitude as “riches,” “a magnet,” “a secret door”—the poet reveals its transformative power.
The antithesis “Gratitude is riches, complaint a poverty” captures a profound ethical stance. Everyday realities are reshaped: a meal becomes a feast, a house becomes a home—clear metaphorical transformations that show how inner perception creates outer meaning.
Message:
Gratitude is the essence of happiness and spiritual richness, capable of healing and transforming life.
Nature Is Often Queer Magical
Nature is often queer magical
Present to us transcendental
A miraculous scene of allure
Seldom found in blue yonder
At horizon Sun takes farewell
The Moon bids being celestial
A rare view of holy Communion .
This brief yet evocative poem reflects Behera’s contemplative vision of nature. The phrase “queer magical” suggests mystery beyond logic, while the horizon becomes a stage for a cosmic ritual.
The meeting of sun and moon is rendered as a “holy Communion”—a powerful metaphor of unity, blending the physical and the spiritual. The imagery is minimal, yet deeply symbolic.
Message:
Nature reveals the sacred through its silent, eternal rhythms, inviting the human soul toward reflection and transcendence.
Rohini Kumar Behera’s poetry is marked by simplicity, sincerity, and spiritual depth. His themes—peace, gratitude, and nature—form a universal triad that speaks to all humanity.
This homage, bearing your voice as translator and witness, is not only a tribute to his passing but a celebration of a poetic spirit that continues to live through his words.
Wombs of World War 2
Time crawled, dates changed. August 31st was gone, September 1, 1939, stood there, a ghost for all.
One could see the darkness spreading all around as the sun rose over the horizon, marking its arrival. This was because the Germans had attacked the Polish border. Some real screams of the dead were heard. Many silent screams were heard, not by the ears, but by the ears of the heart—a prediction of what more was to come. Everyone’s eyes saw the blue river appearing red today, in the sky of doomsday. Everyone was dead silent, expressionless with a single thought – “Whatever is to come, will we have anyone by our side to lend us shoulders?”. This thought was frightening, and it squeezed the heart out of anyone.
Hanna lived with her only son in Toruń. She was divorced from her husband who was a famous Polish writer and journalist. She was a single mother, and she raised her son all by herself who later joined the army. The order had come, and her son had already left to fight the war from Poland’s side, following the mobilisation and careful, strategic organisation of the Polish army which became really chaotic due to German invasion. Since Toruń was a military hub, he never knew before he left that he would be told to join a unit that will be sent to Warsaw to fight, and many of the soldiers will perish on the way.
The day before he was going, she couldn’t think of anything else except his going. In the evening, she sat at the old armchair in her living room, keeping the lights off except for a dim bulb. She sat expressionless with tears just flowing down, and her son sat on the floor with his head on his mother’s lap and kept staring ahead.
That night, he slept cuddled to her, and she held him like a baby. The next morning, he got dressed, ate his favourite breakfast made by his mother, and started putting on his boots to leave. She walked towards the door with trembling legs and couldn’t control her tears. She couldn’t explain how scared and uneasy she felt.
“Promise me, you’ll take good care of yourself,” he said, his wet eyes full of emotion.
“I will,” she somehow managed to reply. She kissed his forehead and combed his hair with her hands. He left, then, and she stood there until his body disappeared from her sight.
She went back in and lay on the bed fatigued and weak due to the immense stress had taken over. Her eyes, now wrinkled, suddenly became too tired, and her face grew pale and dull due to the tension – what would happen to her son? She was finding it too difficult to survive a few hours after he had gone, she thought about how would she manage to live all these days as he would come back after months.
She could barely eat anything, always thinking about what condition her son would be in at that moment, and could never find herself at peace. As days crawled by, she would keep her hand on her heart as she heard the casualties from the neighbours. She also kept track of what was happening in the neighbourhood, who came and who went. She hardly ever got to listen to the radio as Toruń had been occupied by the Germans by the end of the first week of September, and this was followed by the gradual forbidding to listen to foreign BBC radio and Polish radio stations which were the main sources to get to know about the proceedings of the war. To gather information about what was really happening at the site of fighting or to learn about the real sufferings of the people, returning soldiers, local authorities passing by, and neighbours were the only sources of information about any new news and harm done. She waited daily, and asked her neighbour about who came back, and who departed to heaven. The feeling of dependency, and not knowing immediately what had happened was very difficult to tackle.
During the Siege of Warsaw in September 1939, Civilians were being killed, and even the soldiers were dying. This news sent chills down her spine; she didn’t know where her son was. She was torn apart between negative thoughts, great worry, and a little bit of hope that everything would be all right. She used to sit all day with her eyes closed, praying for him and sending him blessings of long life. She hoped it reached him. But did this Great War care about anyone’s sufferings? Definitely not.
She woke up one day, and was way too tired that day, and mostly lay down. She had taken an immense amount of stress which had clearly degraded her mental well-being and physical health. There were no thoughts in her mind that day, just his face going on in her head.
The next day, while she sat on the sofa lost in her thoughts, she suddenly felt pain in her stomach. She couldn’t figure out why, but it didn’t go away. Two days later, she was told that Warsaw had been besieged and had to surrender. She felt restless, and sat every day the upcoming days at the entrance of the willing to spot her son from the very few soldiers who were returning. Sadly, she couldn’t spot him coming home.
Many days later, in the last week of October, a gentleman knocked upon the door of her house. She didn’t recognise him but welcomed him inside the living room.
“I must sadly tell you that your son has sacrificed his life for our country, and has departed to heaven,” he said with moist eyes as his voice trembled, his hands shook, and he couldn’t look into the eyes of the mother.
Hanna sat there expressionless, eyes wide open, and she forgot to respond. She felt as if she had fallen into a black hole and was sinking down and down.
“How did you come to know?”, she managed to control her emotions and ask him.
“ You have never met me, but I live quite a few crossroads away from here. I met him on the day we were being sent to Warsaw. We were the few lucky ones who managed to go and fight in Warsaw. There we fought bravely on the streets of the city. Some soldiers who had spent a full day fighting, used to go back to the basement of a school that had been shut down during the war. We would rest at night along with other soldiers, we were both among them. Every night we hid in the basement, and we would see who had come back. The one who hadn’t come back had gone to heaven for sure. The day your son passed away, I scanned through the entire basement, but he was nowhere to be seen, and never came back. Then two days later, all the other fellow soldiers who were most of the time seen with him, were worried about his absence. This news might look uncertain, but trust me as I am also a soldier, and I have seen many of them die, your son is dead, as the one soldier with whom he mostly fought and was mostly there with him didn’t know where your son was. This probable news is the only thing what the families get. But very shortly, Warsaw had been besieged, and I was a captured soldier. With great difficulty and immense risk I managed to escape. I decided to disguise myself as a civilian, got rid of my uniform, and ran away with difficulty. I blended in with many Polish people who were moving around. I walked down long rural routes, moving at night and taking food and water from the kind people whose homes I passed by. I came back home yesterday”.
She couldn’t control her tears after listening to this. She started yelling and sobbing and beating the sofa with her hands. He tried comforting her, but he knew nothing could help her except bringing her son back.
“I can’t even see the dead body of the child I nurtured in my womb for nine months,” she said as her pain knew no bounds.
“I live at the sixth crossroad. Tell me if you need anything. Take care,” that was all he could manage to say and he left her alone to heal herself.
She sat at the window of her bedroom. Her eyes saw a bird chirping loudly, crying in its language and panicking, as she came back to the tree finding her egg broken and fallen on the ground. Now, she couldn’t control herself. She started weeping and moaning and cursing god. She felt as if her womb, which nurtured her son and shed blood to let him out into the world, was now being stabbed and set on fire. She cried for hours nonstop, seeing his photos and begging him to come back. Her emotional pain had now converted to physical pain. The burning sensations throughout her body and the immense weakness she experienced were nothing compared to the terrible pain one experiences while giving birth to a child. She sobbed loudly, her hand on her womb.
“Why?”, this immensely loud cry of hers echoed through the silent neighbourhood filled with the vacuum of terror and hopelessness. It shook the souls of those who heard this haunting cry, as nobody could understand why this war had to take place. People lost their limbs, were burnt alive when bombs fell upon them, some starved and many lost their children and loved ones, but what problem in the world can be so big for the leaders of their countries to give rise to such a bloodshed, nobody could understand this.
The next day, she couldn’t bear it and thought of committing suicide. She wanted to go back to her son. She had prepared herself to burn herself alive, and just at that moment came a voice – the last words her son had spoken to her. He wanted her to take care of herself. But how could she when she had died from the inside now? She continued to live for him, fulfilling his last wish, like an almost-dead person, until death actually came to her.
She prayed for death to come, for days, but she knew she had to live for him. That’s when she one day stood up, and re-assembled his crate. She made soft balls of his clothes which carried a very slight scent of him into the shape of a baby, and fixed his photograph on it. That’s where she was always, singing his favourite lullaby to that baby she had made. Seeing it, she was sure that just like how this lullaby made this baby sleep, it would also reach to her son resting peacefully in heaven.
Hanna used to learn about these events days after what had happened through the neighbours and trusted people who were a part of the tiny, secret and illegal presses who told people to pass on the course of events as they met other people; and the ones who could bring in the courage of listening to forbidden radios which was prohibited by the Germans and could bring a death sentence. Every time she learnt any horrible news, she became more and more ashamed of being a human. But there was more tragedy to follow her.
On the night of 25th October 1939, German officers banged her door. When she opened the door, she came to find out that they had come to capture her as she was the ex-wife of a famous Polish journalist who was actively spreading nationalism among Polish people and was caught running an illegal and secret press that informed the people, hence she was also misunderstood in being an influential nationalist. The Germans arrested anyone who could be a part of spreading Polish nationalism, or if they were linked by relation to any such elite person and were assumed to be guilty. There she was being taken away, with very few basic belongings like a few clothes. She carried her son from his crate and tried to hide it from their eyes but couldn’t. Those German soldiers quickly examined her and told her to hand over. As she handed it over to them, and they saw that photo, they threw her assembled baby on the floor and did not allow her to take it with her.
“Please I beg you, I will do whatever you say, I will obey you and go where ever you tell me to. He is dead, this is all his memory I can have with me,” she begged them as she wept looking at the photograph of her son on her baby that had been thrown on the floor. They dragged her away to Fort VII, and there kept her with other many captured Polish people. She was always kept in extreme hunger, and in poor conditions, letting her shiver if she felt cold. That incident, when they didn’t allow her to keep her son’s clothes and photo, had made a serious impact on her. She screamed and wailed loudly, and shivered continuously murmuring. “I want him back,” she used to yell.
But there was good news awaiting her. She was one of the many guilty nationalistic Poles were taken from the Fort VII in Poznań to the Barbarka Forest to execute them. They were killed here as these forests were away from the normal areas where people lived and getting rid of those dead bodies would be easier here in these forests. She could now go and reunite with her son in heaven – the moment for which she was yearning and tormenting for so long now. She was shot by the Germans and blessed the soul who freed her from this suffering of maternal loss as she fell down on the ground.
Shlok Pandey is a 17-year-old Indian writer who is a student of a completely different field and practices writing and reading in the very little spare time he can manage from his studies. His stories have appeared in the Wise Owl Magazine, Setu Journal, The Drift and Dribble Miscellany and Wildflower Post and his poems have appeared in/ forthcoming in The Crossroads Review, cloudymoon lit mag, The Utrecht Pigeon Magazine, Poetic Practice and Aesterion magazine.
The Impact of Artificial Intelligence on Society
We know that now Information Technology is developing at a wide pace. Information systems and technologies are now used all over the world. In addition , technologies such as the Internet of Things, Artificial Intelligence(AI) are becoming part of our lives.Therefore, the greatest demand in the current era is for artificial intelligence. And the demand for this direction is growing. Now we need to understand what Artificial Intelligence is, what its advantages and capabilities are. Artificial intelligence is a field of science and technology that creates machines that can mimic human intelligence.
In other words , it almost imitates the human mind. Basically, Artificial Intelligence is a technology that mimics human thinking, learning, and decision-making processes through computers and programs. Artificial intelligence is mainly based on large amounts of data. As mentioned above, artificial intelligence imitates human thinking, large database comes in handy. This means that artificial intelligence studies every single piece of information in the case of using this base, and helps predict the future through past and present data. AI produces results faster and more accurately than humans.
Another reason for rapid development in areas such as finance , economics , and medicine is that it provides much faster than humans , reduces paperwork and saves time. It has begun to be widely used widely in everyday life. For example, we can consider social networks and search engines. On social networks, users often see content based on their interests. This is because social media algorithms suggest similar content based on users’ interests. This can also be seen in search engines.For example , Yandex and Google. Another example is online shopping, which is becoming increasingly popular. It also provides suggestions that match your wishes, desires, and requirements on these platforms. This is done using artificial intelligence algorithms. In conclusion, artificial intelligence technologies help us achieve more results in less time.
O’rinboyeva Ziynatjon Anvarbek qizi is a third-year student at Tashkent State University of Economics. Winner of the “Robbit Academy” educational program, one of the projects of Najot Ta’lim. She’s a district coordinator at UzMIHU, a graduate of the “Five Million AI Leaders” project courses, a graduate of the “Kelajak Ilmli Qizlar” community, author of several articles and participant in international anthologies, active participant in Zakovat and Zakovat Quiz intellectual games, mentor in three seasons of the Changemakers Challenge project.
Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi
INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS
Abduraufova Nilufar Khurshidjon kizi
Student of Kokand State University
Scientific supervisor: Usmonova Sofiyakhon Alimovna
Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.
Keywords: integration, primary education, upbringing, family, school, pedagogy, cooperation.
INTRODUCTION
The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.
LITERATURE ANALYSIS
The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].
METHODOLOGY
This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS
The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:
Table 1
Theoretical components of parent-school integration
Components
Content
Impact on educational outcomes
Unity of purpose
Harmony of educational goals
Personal stability is formed
Information exchange
Communication between parents and teachers
The individual characteristics of the child are taken into account
Collaborative activities
Joint activities and educational work
Social activity develops
Pedagogical culture
Pedagogical literacy of parents
Effectiveness of upbringing increases
These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.
Summary
In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.
REFERENCES USED:
1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p.
2. Makarenko A.S. Pedagogical poem. – Moscow: Prosveshcheniye, 1987. – 384 p.
3. Yuldoshev K. Fundamentals of pedagogy. – Tashkent: Science, 2010. – 256 p.
4. Musurmonova N. Family pedagogy. – Tashkent: Teacher, 2015. – 180 p.
A New Beginning???
I can’t tell
if it’s early morning
or late evening,
it’s not cold,
a little warm,
comfortable,
everyone sitting outside,
fluffy chairs,
relaxed,
quiet,
not waiting but
content,
with no buildings,
no houses,
no mountains,
no hills,
just a slight curve
of the earth,
waiting for
the sun
to come up,
and the stars
to shine
into the far distance
of a city of gold.