Nightwatch
thatched roof—
moonbeams glisten
on the snow
cold hands
in my pockets
winter night out
stars
on the way home
winter sky
Nightwatch
thatched roof—
moonbeams glisten
on the snow
cold hands
in my pockets
winter night out
stars
on the way home
winter sky

Internet
The AI area has the power to make the humans to forget
How to think
How to create
How to write
How to dream
How to feel
The Ai it’s full of data and pixels that someone has paid for….so everyone will
Say
Yes sir
Yes madam
The Ai period has started and the women has no place in the future…
As the new order plans creating a hybrid womanise model that has no wumb…has no mother filter
If humans don’t start the revolution now
Then we will have very serious problems in future
ALFONSO REYES: CARTOGRAPHY OF THE SPIRIT AND THE WORD, BY BEATRIZ SAAVEDRA GASTÉLUM.
By Angelina Muñiz Huberman
It is an honor to present the new book by Beatriz Saavedra Gastélum, which includes my prologue and the introduction by Adolfo Castañón, as well as the back cover blurb by Javier Garciadiego, all of whom are great connoisseurs of the work of Alfonso Reyes. Cartography means guide or maps, and we know that Beatriz belongs to the National Academy of History and Geography, as well as institutions such as the Capilla Alfonsina. She has received national and international awards and distinctions, and her work has been translated into several languages. This book, published in Spain by Sial Pigmalion, received the 2025 Aristotle International Prize for Thought and Essay.
Throughout the essays collected in “Cartography of the Spirit and the Word”, Beatriz Saavedra has managed to identify the central theme of Alfonso Reyes’s work. It is exile, with its multiple variations, contributions and losses, substitutions and discoveries, that determines the actions and creations of his prolific career. The parallels with other exiles highlight the figure of María Zambrano in her poetic-philosophical dimension. Reyes and the philosopher engage in dialogue and embody the word for a greater understanding of the world itself. “Both understood that exile is an ambiguous space: division and openness, pain and possibility.”
Regarding exile, Beatriz Saavedra says: “Life in exile, marked by the feeling of estrangement, resembles in many ways a life of fiction, where the boundaries between the real and the imaginary become blurred.”
Finally, “Cartography of the Spirit and the Word” concludes with a reflection on the metaphysics of absence in relation to the friendship between Borges and Reyes. Both were experts on absence and admirers of each other’s work. Both agreed on the essence of poetry and knowledge. Image and metaphor as suggestive projections and openness to free interpretation. Poetry as “a necessity of the soul.” Poetry in the realm of revelation where time and space are transcended.
The fitting way to end *Alfonso Reyes: Cartography of the Spirit and the Word* is with the transcription of the poem “In Memoriam,” written by Borges upon Reyes’s death, whose final lines read:
Let not my tear profane this verse
That our love inscribes in his memory.
In “Cartography of the Spirit and the Word”, Beatriz Saavedra has achieved an ideal overview, providing the reader with a panoramic view of Alfonso Reyes’s work. Thank you, Beatriz.
MASOFAVIY TA’LIMNING PEDAGOGIK IMKONIYATLARI VA CHEKLOVLARI
O’ZBEKISTON DAVLAT JAHON TILLARI UNIVERSITETI TALABASI MADINAXON TO’YCHIYEVA
ILMIY RAHBAR: BEGMATOVA SOHIBA MUSTAFOYEVNA
KIRISH
So‘nggi yillarda raqamli texnologiyalarning jadal rivojlanishi ta’lim tizimida yangi yondashuvlar va innovatsion shakllarning paydo bo‘lishiga sabab bo‘ldi. Xususan, masofaviy ta’lim an’anaviy auditoriya mashg‘ulotlariga muqobil va qo‘shimcha ta’lim shakli sifatida keng qo‘llanila boshladi. Masofaviy ta’lim axborot-kommunikatsiya texnologiyalari asosida tashkil etilib, o‘qituvchi va ta’lim oluvchi o‘rtasidagi pedagogik muloqotni virtual muhitda amalga oshirish imkonini beradi.
Global miqyosda yuzaga kelgan pandemiya sharoitida masofaviy ta’lim uzluksiz ta’limni ta’minlashning asosiy vositasiga aylandi. Bu holat mazkur ta’lim shaklining pedagogik imkoniyatlari bilan bir qatorda, mavjud muammolari va cheklovlarini ham yuzaga chiqardi. Masofaviy ta’lim o‘quv jarayonini individuallashtirish, ta’lim resurslaridan samarali foydalanish va o‘quvchilarning mustaqil ta’lim olish ko‘nikmalarini rivojlantirishga xizmat qiladi.
Shu bilan birga, masofaviy ta’lim jarayonida o‘qituvchi va o‘quvchi o‘rtasidagi bevosita muloqotning kamayishi, texnik vositalarga bog‘liqlik, nazorat va baholash jarayonlarining murakkablashuvi kabi muammolar mavjud. Ushbu maqolaning maqsadi masofaviy ta’limning pedagogik imkoniyatlari va cheklovlarini ilmiy-nazariy jihatdan chuqur tahlil qilishdan iborat.
INTRODUCTION
In recent years, the rapid development of digital technologies has led to significant changes in the education system and the emergence of innovative teaching approaches. In particular, distance education has become widely used as an alternative and complementary form of traditional face-to-face learning. Distance education is organized on the basis of information and communication technologies and enables pedagogical interaction between teachers and learners in a virtual environment.
On a global scale, distance education became the primary means of ensuring continuity of education during the COVID-19 pandemic. This situation highlighted not only the pedagogical opportunities of distance education but also its existing challenges and limitations. Distance education promotes the individualization of learning, efficient use of educational resources, and the development of learners’ independent learning skills.At the same time, issues such as reduced direct interaction between teachers and learners, dependence on technical infrastructure, and difficulties in assessment and monitoring processes remain relevant. The purpose of this article is to provide a comprehensive scientific and theoretical analysis of the pedagogical opportunities and limitations of distance education.
METODLAR
Mazkur tadqiqot nazariy-tahliliy xarakterga ega bo‘lib, unda pedagogika, didaktika va ta’lim texnologiyalariga oid ilmiy manbalar tahlil qilindi. Tadqiqot jarayonida quyidagi metodlardan foydalanildi:
Ilmiy adabiyotlarni tahlil qilish metodi – masofaviy ta’limga oid milliy va xorijiy tadqiqotlar o‘rganildi;Qiyosiy tahlil metodi – an’anaviy va masofaviy ta’lim shakllarining pedagogik jihatlari solishtirildi;
Umumlashtirish va tizimlashtirish metodlari – olingan ilmiy xulosalar tizimli tarzda bayon etildi;
Deduktiv va induktiv yondashuvlar – nazariy qarashlardan amaliy xulosalar chiqarildi.
Tadqiqot masofaviy ta’limning pedagogik samaradorligini aniqlash va uning cheklovlarini asoslab berishga qaratildi.
METHODS
This study is theoretical and analytical in nature. Scientific literature related to pedagogy, didactics, and educational technologies was reviewed. The following research methods were applied:
Literature analysis – examination of national and international studies on distance education;
Comparative analysis – comparison of pedagogical features of traditional and distance learning formats;
Generalization and systematization – organization and synthesis of theoretical findings;
Inductive and deductive approaches – drawing practical conclusions from theoretical concepts.
The research focused on identifying the pedagogical effectiveness of distance education and substantiating its limitations.
NATIJALAR
Tadqiqot natijalari masofaviy ta’limning bir qator muhim pedagogik imkoniyatlarga ega ekanligini ko‘rsatdi. Jumladan:
Birinchidan, masofaviy ta’lim ta’lim jarayonini individuallashtirish imkonini beradi. Har bir o‘quvchi o‘zining bilim darajasi, o‘rganish tezligi va qiziqishlariga mos ravishda ta’lim olishi mumkin.
Ikkinchidan, masofaviy ta’lim mustaqil ta’lim kompetensiyalarini rivojlantiradi. O‘quvchilar axborotni izlash, tahlil qilish va qayta ishlash ko‘nikmalarini egallaydi.
Uchinchidan, raqamli ta’lim resurslaridan foydalanish imkoniyati kengayadi. Video darslar, elektron darsliklar, interaktiv testlar va virtual laboratoriyalar ta’lim samaradorligini oshiradi.
To‘rtinchidan, masofaviy ta’lim vaqt va makon cheklovlarini bartaraf etadi, bu esa ta’lim olish imkoniyatlarini kengaytiradi.
Biroq, tadqiqot davomida masofaviy ta’limning quyidagi cheklovlari ham aniqlandi:
texnik vositalar va internet tarmog‘iga yuqori darajada bog‘liqlik;
pedagogik nazoratning murakkablashuvi;
o‘quvchilarning motivatsiyasi pasayishi ehtimoli;
ijtimoiylashuv va bevosita muloqotning yetishmasligi.
RESULTS
The results of the study indicate that distance education has several significant pedagogical advantages.
First, distance education enables the individualization of the learning process. Learners can study according to their own pace, level of knowledge, and personal interests.
Second, it contributes to the development of independent learning competencies. Students acquire skills such as information searching, critical analysis, and self-regulation.
Third, the use of digital educational resources is expanded. Video lectures, electronic textbooks, interactive tests, and virtual laboratories enhance learning effectiveness.Fourth, distance education eliminates time and space constraints, thereby increasing access to education.
However, the study also identified several limitations of distance education, including:
high dependence on technical equipment and internet connectivity;
difficulties in ensuring effective pedagogical control and assessment;
potential decrease in learners’ motivation;
lack of direct social interaction and communication.
MUHOKAMA
Olingan natijalar shuni ko‘rsatadiki, masofaviy ta’lim pedagogik jarayonni zamonaviy talablar asosida tashkil etishda muhim ahamiyat kasb etadi. Ushbu ta’lim shakli ta’lim oluvchilarning faolligini oshiradi va ularni o‘z ta’lim faoliyati uchun mas’ul bo‘lishga undaydi.
Biroq, masofaviy ta’limning samaradorligi ko‘p jihatdan pedagoglarning raqamli kompetensiyalariga, ta’lim platformalarining sifatiga va o‘quvchilarning ichki motivatsiyasiga bog‘liq. Shu sababli masofaviy ta’limni an’anaviy ta’lim bilan uyg‘unlashtirgan holda tashkil etish maqsadga muvofiq hisoblanadi.Aralash ta’lim modeli masofaviy ta’limning mavjud cheklovlarini kamaytirish va uning pedagogik imkoniyatlaridan to‘liq foydalanishga xizmat qiladi.
DISCUSSION
The findings suggest that distance education plays an important role in modernizing the educational process in accordance with contemporary requirements. This form of education increases learner autonomy and encourages responsibility for one’s own learning activities.
Nevertheless, the effectiveness of distance education largely depends on teachers’ digital competencies, the quality of online learning platforms, and learners’ intrinsic motivation. Therefore, integrating distance education with traditional face-to-face instruction is considered an effective approach.The blended learning model helps reduce the limitations of distance education while maximizing its pedagogical benefits.
XULOSA
Xulosa qilib aytganda, masofaviy ta’lim zamonaviy ta’lim tizimining muhim tarkibiy qismi bo‘lib, u pedagogik jihatdan katta imkoniyatlarga ega. Shu bilan birga, uning samaradorligini oshirish uchun texnik infratuzilmani rivojlantirish,pedagoglarning raqamli savodxonligini oshirish va o‘quvchilarning motivatsiyasini kuchaytirishga qaratilgan chora-tadbirlar zarur. Masofaviy ta’limni ilmiy asosda takomillashtirish ta’lim sifatini oshirishga xizmat qiladi.
CONCLUSION
In conclusion, distance education is an essential component of the modern education system and offers substantial pedagogical opportunities. At the same time, improving technical infrastructure, enhancing teachers’ digital skills, and strengthening learners’ motivation are necessary to increase its effectiveness. Scientifically grounded development of distance education contributes to improving the overall quality of education.
FOYDALANILGAN ADABIYOTLAR
1.Moore, M. G., & Kearsley, G. (2012). 2.Distance Education: A Systems View of Online Learning.
3.Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.
4.UNESCO. (2020). Distance learning strategies in response to COVID-19.
5.Anderson, T. (2008). The Theory and Practice of Online Learning.

REFLECTIONS ON THE CONCEPT OF INCLUSIVE EDUCATION AND DEVELOPMENT FOR CHILDREN WITH DISABILITIES
Abduolimova Diyora
Student at Uzbekistan State University of World Languages
abduolimovadiyora@gmail.com
Abstract: This thesis analyzes the main principles of inclusive education, its social and psychological significance, and the development directions in Uzbekistan. Inclusive education aims to integrate children with special needs into society. The thesis provides detailed information on the impact of inclusive education on children’s psychology, the necessity of teacher training, and the strategies that need to be implemented in the future.
Keywords: Inclusive education, children with disabilities, psychological development, Uzbekistan, Salamanca Declaration, social integration, teacher training.
Annotatsiya: Ushbu tezis inklyuziv ta’limning asosiy tamoyillari, uning ijtimoiy va psixologik ahamiyati hamda O‘zbekistondagi rivojlanish yo‘nalishlarini tahlil qiladi. Inklyuziv ta’lim maxsus ehtiyojga ega bolalarni jamiyatga integratsiya qilishni maqsad qiladi. Tezisda inklyuziv ta’limning bolalar psixologiyasiga ta’siri, o‘qituvchilarni tayyorlash zarurati hamda kelajakda amalga oshirilishi lozim bo‘lgan strategiyalar haqida batafsil ma’lumot berilgan.
Kalit so‘zlar: Inklyuziv ta’lim, nogironligi bo‘lgan bolalar, psixologik rivojlanish, O‘zbekiston, Salamanka Deklaratsiyasi, ijtimoiy integratsiya, o‘qituvchilarni tayyorlash.
Аннотация: В данной работе анализируются основные принципы инклюзивного образования, его социальное и психологическое значение, а также направления развития в Узбекистане. Инклюзивное образование направлено на интеграцию детей с особыми потребностями в общество. В работе представлена подробная информация о влиянии инклюзивного образования на психологию детей, необходимости подготовки учителей и стратегиях, которые необходимо реализовать в будущем.
Ключевые слова: Инклюзивное образование, дети с инвалидностью, психологическое развитие, Узбекистан, Саламанкская декларация, социальная интеграция, подготовка учителей.
The education system for children with disabilities is crucial in ensuring equality in society. Every child, regardless of their health status, has the right to an education. However, traditional education systems often fail to meet the needs of children with disabilities. Inclusive education is an approach aimed at ensuring that every child, including those with special needs, has access to quality education. This approach emphasizes the importance of creating conditions where all children, including those with special needs, can learn together and be fully integrated into society. Many educators, educational specialists and psychologists have provided explanations about the essence of inclusive education and its unique features. The Salamanca Declaration, approved by UNESCO in 1994, established the global foundations of inclusive education, urging nations to ensure that children with disabilities are included in general education systems. The declaration states, “Children with special needs should not be excluded from education but should learn alongside other children.” This document has greatly contributed to the development of inclusive education worldwide.
The Salamanca Statement and Framework for Action on Special Needs Education also present the key principles and approaches necessary for the implementation of inclusive education. The document outlines essential measures for optimizing education systems and creating equal opportunities for all children. The book Special Educational Needs, Inclusion and Diversity, published by Frederickson and Cline in 2002, provides an in-depth analysis of inclusive education and the education of children with special needs. This work presents important approaches to the main principles of inclusive education, its development, and methodology. The book discusses how to include children with special needs in the learning process, how to develop their roles within the educational process, and how to integrate them into society while addressing both theoretical and practical issues.
Frederickson and Cline highlight the following important principles for successfully implementing inclusive education:
1. Equality and Fairness: Every child, whether healthy or disabled, should have equal rights to education. Creating equal opportunities for all children is the primary goal of inclusive education.
2. Adaptation and Individual Approach Since each child has different needs and abilities, it is crucial to adapt education and provide individualized approaches. Teachers should create flexible learning materials and methods for children with special needs.
3. Teamwork and Integration: In inclusive education, children should work together and develop their social skills. This helps every child find their place in society.
4. Optimization of the Education System: Educational institutions and classrooms must be adapted for children with special needs. Teachers should be trained in special methodologies, and the advantages of inclusive education should be promoted within society.
In Uzbekistan, serious efforts are being made to develop inclusive education. In 2020, the Ministry of Education of the Republic of Uzbekistan introduced national guidelines aimed at supporting children with disabilities in mainstream schools. However, the level of implementation differs across regions. Urban schools are generally better prepared, while rural schools often lack trained specialists and adapted educational materials. This shows that policy reforms must be supported by practical actions at the school level.
According to official data from the Ministry of Education (2020), only about 30% of public schools in Uzbekistan were partially adapted for inclusive education. This statistic highlights that infrastructure development remains one of the main challenges in the education system.
Azizova S. (2020) highlighted experiences related to the development of inclusive education in Uzbekistan in her dissertation. In her dissertation titled “Implementing Inclusive Education for Children with Special Needs: The Experience of Uzbekistan,” she analyzed Uzbekistan’s major achievements and challenges in the field of inclusive education. This research provides detailed information on the important steps in implementing inclusive education in Uzbekistan’s education system, as well as educational programs and pedagogical methodologies for children with special needs.
Azimov T. (2019) in his research analyzed the state of the education system for children with special needs in Uzbekistan, emphasizing that serious changes need to be made in the existing system. In his work titled “Education for Children with Special Needs: The Situation and Development in Uzbekistan,” he analyzed the reforms being carried out in Uzbekistan’s education system to develop inclusive education.
The main advantages of inclusive education include:
1. Social Equality and Inclusivity: Inclusive education creates equal opportunities for all children in society and helps them adapt to society. Every child, whether healthy or with disabilities, has the right to education. This is the main goal of the educational process.
2. Psychological Development: Inclusive education for children with special needs not only enhances their knowledge but also helps develop their self-confidence. Through this education, children feel like members of society and gain full confidence in their abilities.
3. Interpersonal Social Relations: Through inclusive education, children with special needs study alongside healthy children, developing their social skills through interaction. This helps them find their place in society.
There are some challenges in implementing inclusive education:
The following directions are essential for developing inclusive education:
In conclusion, the primary goal of inclusive education is to ensure equal rights for children with disabilities to receive education and integrate them into society. This education system not only focuses on acquiring knowledge but also helps in the psychological and social development of children. With inclusive education, children can increase their self-confidence and find their place as members of society. While some steps have been taken to develop inclusive education in Uzbekistan, challenges still exist. Schools are not adequately adapted for children with disabilities, there are difficulties in training teachers in special education methods, and financial resources are lacking. Therefore, it is necessary to train teachers in inclusive education, adapt educational institutions, and raise public awareness about this issue. Only then will children with disabilities be able to find their place in society as equal citizens. Through inclusive education, the social, psychological, and spiritual development of every child is ensured, which contributes to the stability and development of society.
References
My name is Diyora Abduolimova. I am a third-year bachelor’s student at Uzbekistan State University of World Languages. I study Foreign Language and Literature. I am interested in learning new languages and improving my communication skills. Currently, I am learning Korean and French. I like exploring different cultures and traditions. My hobbies include photography, nature walks, and reading books. I share my photography works on my Pinterest account and enjoy capturing natural beauty and meaningful moments.
Digitalization in the global economy and its impact on the labor market
Tashkent State University of Economics
Faculty of Economics Student
Nematova Zarina Ochilboyevna
Email: zarinanematova.oo7@gamil.com
Tel:(+998) 93 869 11 30
Annotatsiya: Ushbu maqolada XXI asrda texnologiyalarning iqtisodiyotdagi ajralmas o`rni hamda raqamli iqtisodiyotning jadal rivojlanishi yoritib beriladi. Zamonaviy kasblarda raqamlashtirish imkoniyatlaridan samarali foydalanish masalalari tahlil qilinadi. Tadqiqotda statistic va qiyosiy tahlil usullaridan foydalaniladi. Shuningdek yaqin kelajakda raqamlashtirish jarayonlarining mehnat bozoriga ta`sir darajasi o`rganib chiqiladi.
Abstract: This article explores the integral role of technology in the 21st-century economy and the rapid development of the digital economy. It analyzes issues related to the effective utilization of digitalization opportunities in modern professions. The study employs statistical and comparative analysis methods. Furthermore, it examines the potential impact of digitalization processes on the labor market in the near future.
Аннотация: В данной статье рассматривается неотъемлемая роль технологий в экономике XXI века и стремительное развитие цифровой экономики. Анализируются вопросы эффективного использования возможностей цифровизации в современных профессиях. В исследовании применяются статистические и сравнительные методы анализа. Кроме того, изучается степень влияния процессов цифровизации на рынок труда в ближайшем будущем.
Introduction. The widespread adoption of Internet technologies and the development of cloud computing services have led to the integration of digital and automated tools across various sectors of the economy. These processes are bringing significant changes to the labor market. This article moves away from the one-sided view that artificial intelligence and digitalization reduce jobs, and instead analyzes modern professions emerging alongside them, such as data analysts, artificial intelligence specialists, and digital marketing managers.
Researchers emphasize that automation and digitalization may lead to the reduction or disappearance of certain professions. For instance, according to McKinsey Global Institute (2017), at least 30 percent of existing occupational activities can be automated with current technologies. The main purpose of this article is to highlight these changes.
Research methodology. This article is based on a survey study. On January 31, 2026, a survey was conducted among more than 50 citizens rushing to work in different districts of Tashkent city. Respondents were asked about their profession, the role of technology in daily life, and their income level.
The analysis of income levels showed that specialists in artificial intelligence and information technology earn relatively higher salaries.
Literature review. In 2020, V. Bahriddinov studied the impact of the digital economy on the labor market, particularly analyzing the emergence of new digital professions and the transformation of existing jobs.
In 2022, Ixodjayev published a scientific article examining the effectiveness of applying digital technologies in the labor market, highlighting the direct impact of digital skills on employment opportunities.
The development of ICT in Uzbekistan was carried out in accordance with the National Program for the Development of the Information and Communication System of the Republic of Uzbekistan for 2013–2025. As President Shavkat Mirziyoyev noted in his speech at the expanded meeting of the Cabinet of Ministers in 2016, dedicated to the main results of the country’s socio-economic development and the most important priorities of the economic program for 2017: “Our next urgent and future task is to ensure the effective functioning of the ‘Electronic Government’ system.” Taking into account the tasks set, the Ministry for the Development of Information Technologies and Communications of the Republic of Uzbekistan and the World Bank planned to implement joint projects in the field of the digital economy and e-government. The current stage of digital economy development in Uzbekistan is characterized as a formative period with high growth dynamics.
Decrees and Decisions of the Republic of Uzbekistan
More than 1,000 public services, 5,000 functions, 240 databases, and the powers of over 100,000 civil servants will be integrated. Applications will be received, distributed among executors, and monitored by artificial intelligence. By 2026, the number of proactive and consolidated public services will reach 100.
Research results
The research results show that 31 respondents were representatives of computer-based fields, 19 were engaged in physical activities requiring human involvement, and 7 refused to answer. The findings indicate that this sector is developing rapidly and that demand for AI experts is increasing.
Both developed and developing countries have identified digitalization as one of the key areas. Just like electricity, artificial intelligence has become an integral part of our lives. In the future, AI will not eliminate human jobs; rather, professions will adapt and evolve. New jobs will be created in fields such as AI, Data Science, Machine Learning Engineering, Software Development, Cybersecurity, and Cloud Computing. Modern professions will emerge, and demand for experts in their fields will remain strong. It should also be noted that specialists with academic skills are more competitive in the labor market.
According to job posting analysis, demand for AI and machine learning skills has increased by approximately 65%, demand for data analytics skills by about 56%, and demand in automation and robotics by around 36%.
Discussion
The study examined the extent of digitalization in Tashkent, the capital of Uzbekistan, as a representative of developing countries. The 7 respondents who refused to answer may fear that demand for their professions will decline in the coming years. R. Shodiyev identified the workforce’s lack of readiness for digital technologies as a pressing issue. However, it should be emphasized that significant changes are currently being implemented in the education sector, with the aim of preparing high-quality specialists in the future. Morikawa (2017) also noted that young generations face a long period of technological development, which increases the perceived risk of job loss. However, Bessen’s studies in the United States and New Zealand show that mainly those with only secondary education fear losing their jobs.
Conclusion
Digitalization has already become an inseparable part of our lives. Both developed and developing countries are adopting digitalization and artificial intelligence in their economies and other sectors. Digitalization and AI are created by humans and remain under human control. Their purpose is to make life and daily activities easier. While some jobs may be reduced, new ones will be created. Professions will modernize and evolve alongside technology. These include AI specialists, Data Analysts, Data Scientists, Machine Learning Engineers, Software Developers, Cybersecurity Experts, and many others. The results of our research also confirm this trend: demand for specialists in their fields will always remain strong in the labor market.
References:
1.Automation Fear – avtomatlashtirishning mehnat bozoriga ta’siri bo’yicha ilmiy tadqiqot. (PDF material)
2.Iqtisodiyotni raqamlashtirish mehnat bozorida bandlik darajasini oshirish omili sifatida // “Yashil iqtisodiyot taraqqiyoti” ilmiy jurnali.
https://yashil-iqtisodiyot-taraqqiyot.uz/journal/index.php/GED/article/view/164/158
3.‘’Raqamli iqtisodiyot’’ o’quv qo’llanma -2020. C.C.Gulyamov, R.X.Ergashev, C.N.Xamrayeva.
4.Prezidentimiz murojatnomasi: islohotlarning real natijalari, o’zgarishlarning hayotimizdagi aksi va kelgusi ustuvor vazifalari aniq fakt va raqamlarda.
5.Sun’iy intellekt va avtomatlashtirishga oid ilmiy maqola: 4391_459–473.pdf.
6.View of SUN’IY INTELLEKT VA RAQAMLI IQTISODIYOT RIVOJLANISHI.
https://herald.kokanduni.uz/index.php/public_html/article/view/254/50
Joint Educational Programs
Mahamqulova Ruhshona Rustam qizi
Sharq tillari fakulteti
Filologiya va tillarni o’qitish:koreys tili
yo’nalishi talabasi
rukhshonamahamqulova@gmail.com
+998-91-039-50-99
Annotation: This article provides information on the significance and key characteristics of joint educational programs for students. Through these programs, it is possible to observe how undergraduate, graduate, and doctoral students develop an understanding of the global academic environment and undergo noticeable changes in their worldview. Based on international standards, the program relies on effective cooperation between two universities and the involvement of experienced faculty members and a dedicated academic team, offering a unique educational experience that has a transformative impact on students’ lives.
Keywords: joint educational program, undergraduate studies, Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, State Testing Center
Joint (Dual-Degree) Educational Programs. A joint (dual-degree) educational program is a form of education that provides for the training of specialists and the awarding of a qualification (diploma) recognized in all countries where the foreign partner higher education institutions are located, based on an agreement signed between the Republic of Uzbekistan and foreign partner higher education institutions. It is known that starting from January 1, 2022, a procedure for expert evaluation of joint educational programs was introduced by the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan. Only those joint educational programs that have received a positive expert evaluation are permitted to carry out educational activities.
From that date onward, many state universities located across Uzbekistan have launched joint educational programs in various fields. Examples include the joint educational program between Tashkent State University of Law and the Ural State Law University named after V. Yakovlev; the joint program between Uzbekistan State World Languages University and Dalian Polytechnic University; and the joint educational programs implemented by Bukhara State University in cooperation with Széchenyi István University of Hungary. Through these programs, students are able to obtain diplomas from both local and foreign higher education institutions simultaneously, gain opportunities to study abroad during their education, and benefit from learning new languages and cultures.
Admission Requirements for Joint Educational Programs: First, announcements for online applications are published on the official websites or social media platforms of the selected universities or institutes. After submitting an application, entrance examinations are conducted in accordance with the admission procedures jointly developed by the higher education institution of the Republic of Uzbekistan in agreement with the foreign partner institution.
Applicants who score at least 30 percent of the maximum possible score in the first-stage examination are eligible to participate in the second stage. In the second stage, based on the request of the higher education institution of the Republic of Uzbekistan, an entrance examination in the foreign language of instruction of the joint educational program is administered by the State Testing Center under the Cabinet of Ministers of the Republic of Uzbekistan. Applicants who obtain at least 30 percent of the maximum possible score in this examination are allowed to participate in the competitive selection process for the joint educational program and are admitted in accordance with the established admission parameters.
Organization of the Educational Process: In joint educational programs, classes are delivered in a comprehensive and high-quality manner by both local and foreign faculty members. The teaching process широко incorporates modern technical equipment, interactive teaching methods, practical training sessions, and project-based learning approaches that meet contemporary educational standards. In some programs, students have the opportunity to complete a certain portion of their studies at the foreign partner university itself.
The primary objectives of these programs include elevating the quality of education in Uzbekistan to an international level, training highly qualified and modern-thinking specialists, promoting academic mobility, and adapting students to the global labor market. Joint educational programs offer numerous advantages for students, such as the opportunity to obtain a foreign diploma, in-depth study of foreign languages, acquisition of international experience and knowledge, increased competitiveness in employment, and the development of independent thinking and adaptability.
Conclusion: In conclusion, joint educational programs represent one of the most promising directions of the modern education system. They play a significant role in enhancing the academic competence of the younger generation, preparing specialists with international experience, and increasing the prestige of the national education system.
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