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Linguistics, as one of the most important fields of human thought, culture, and social life, studies language phenomena both theoretically and practically. In the 21st century, the rapid development of science and technology, globalization, and the growth of information flows place new challenges before linguistics. Therefore, among the current issues of modern linguistics, the development of national languages, terminology, language teaching (linguodidactics), translation studies, computational linguistics, and sociolinguistics occupy a special place.
Main Part
1. Development of the National Language
The national language plays a central role in the cultural and spiritual life of society. Developing the language based on literary norms and ensuring its full use in public administration, education, and science is one of the most urgent tasks of linguistics.
2. Terminology and New Terms
Scientific and technical progress constantly introduces new concepts. It is important to create consistent and nationally appropriate terms in Uzbek to express these concepts and to form a unified system of terminology.
3. Linguodidactics and Education
The process of teaching language requires the use of new methods, digital resources, and interactive approaches. In particular, teaching Uzbek effectively to foreigners is among today’s pressing issues.
4. The Importance of Translation Studies
High-quality translation of the cultural and scientific heritage of other nations into Uzbek, as well as the translation of our national literature into other languages, strengthens cultural ties. It is essential to preserve semantic accuracy and national identity in the process of translation.
5. Computational Linguistics
Modern technologies have given rise to a new field in linguistics. Developing an electronic corpus of the Uzbek language, creating automatic translation programs, speech recognition systems, and artificial intelligence–based projects are among the most important current tasks.
6. Sociolinguistics and Speech Culture
Language and society are closely interconnected. Issues such as innovations in youth speech, the influence of internet language, and the relationship between dialects and the literary language are at the center of sociolinguistic research. At the same time, it is necessary to promote speech culture and adherence to literary norms.
Conclusion
In conclusion, the current issues of linguistics are directly linked to the development of modern society. Developing the national language, improving terminology, advancing translation studies, enriching language teaching methods, developing computational linguistics, and addressing sociolinguistic challenges are the main tasks facing linguistics today. Preserving and developing language in accordance with the demands of the time serves as a strong foundation for the future of the nation.
Sobirova Samiya Muhammadjon qizi was born on May 1, 2001, in Baliqchi district, Andijan region. She completed her studies at Secondary School No. 50 in the district and later graduated from Namangan State University with a degree in Uzbek language. During her student years, she was an active participant in the “Zakovat Intellectual Club.” Together with her team, she took part in various events and achieved honorary places.
Currently, she works as a teacher of the Uzbek language and literature at Secondary School No. 86 in Yangi Namangan district, Namangan region. Since childhood, Samiya has had a deep interest in Uzbek and Turkish literature. For this reason, she also mastered the Turkish language and earned a certificate. Her ultimate goal is to become a highly qualified specialist in her profession and to share the valuable knowledge she has acquired with future generations.
The rapid expansion of digital technologies has redefined the foundations of modern societies. This paper examines the multifaceted role of computer literacy as a determinant of human capital development in the twenty-first century. By analyzing its impact on education, professional competitiveness, information security, social interaction, and personal growth, the study underscores the necessity of integrating digital competence into both national strategies and individual development agendas.
Introduction
The twenty-first century is widely described as the era of digital transformation. The accelerated growth of information and communication technologies (ICTs) has reshaped nearly all domains of human activity, from education and healthcare to governance and business. International organizations such as the World Bank and the United Nations emphasize a strong correlation between a nation’s digital capacity and its economic performance, educational quality, and institutional effectiveness [1][2]. Within this framework, computer literacy emerges not merely as a technical skill but as a strategic resource for sustainable human development in the globalized world.
The Role of Computer Literacy in Modern Society
1. Education
Digital literacy enhances learners’ autonomy and fosters innovative approaches to knowledge acquisition. Access to online databases, electronic textbooks, and interactive platforms facilitates self-directed learning and critical engagement with academic content. Empirical studies by UNESCO suggest that educational systems with high digital competence levels achieve up to 30% higher learning outcomes compared to systems with limited digital integration [3]. This demonstrates the catalytic role of technology in academic advancement.
2. Professional Development
In contemporary labor markets, computer literacy constitutes a baseline requirement rather than an added qualification. A survey conducted by the World Economic Forum in 2024 reported that 92% of employers demand at least fundamental digital competencies from potential candidates [4]. Moreover, ICT proficiency enables professionals to adapt across diverse fields, including medicine, engineering, business, and creative industries. The global shift toward remote employment further illustrates how computer literacy facilitates access to international labor markets, thus enhancing global workforce mobility.
3. Critical Thinking and Cybersecurity
Computer literacy encompasses more than operational skills; it includes the capacity for critical evaluation of digital content and responsible online behavior. Given that cybercrime inflicted economic damages exceeding 8 trillion USD worldwide in 2023 [5], awareness of cybersecurity practices has become essential. A digitally literate population is better positioned to safeguard personal information, resist disinformation, and contribute to the establishment of a secure digital ecosystem.
4. Social Interaction
ICT has revolutionized communication and collaboration, fostering both local and global integration. Tools such as video conferencing, e-learning platforms, and social media networks enable individuals to participate more actively in civic and professional life. Estonia, for example, is internationally recognized as a digital nation where over 99% of government services are provided online [6]. This model illustrates how digital competence enhances transparency, efficiency, and citizen engagement in governance.
5. Personal Growth
On an individual level, computer literacy broadens opportunities for lifelong learning, entrepreneurship, and creativity. Platforms such as Coursera and Udemy democratize access to education, allowing millions of learners worldwide to acquire new skills and advance their careers [7]. Furthermore, digital tools encourage personal development by supporting creative expression, intellectual exploration, and participation in the global knowledge economy.
Conclusion
Computer literacy has evolved into a fundamental prerequisite for success in the contemporary world. It contributes not only to academic and professional advancement but also to the protection of digital security, the strengthening of civic participation, and the enrichment of personal life. Consequently, policymakers should prioritize the integration of computer literacy within national education and development strategies, while individuals should recognize it as an indispensable component of lifelong growth. Ultimately, digital literacy represents the cornerstone of sustainable progress in the information society.
Hasanbayev Sardorbek Ne’matjon oglu — born on January 1, 2009, in Namangan district, Namangan region. He studied at Secondary School No. 22 in the district until the 6th grade, completed the 7th grade at Specialized State Boarding School No. 21, and is currently an 11th-grade student at the Namangan District Specialized School. From childhood, he has been passionate about English, mastered it thoroughly, and holds an international IELTS certificate.
This article discusses the issue of developing emotional intelligence and social skills in preschool education. The concept of emotional intelligence, its theoretical foundations, and its importance in the personal and social development of children are analyzed. Also, methods that serve to develop empathy, self-control, communication culture, and cooperation in preschool children are analyzed – approaches such as role-playing games, fairy tales and stories, collaborative tasks, and art activities. The article also shows the role of cooperation with parents and the advantages of upbringing methods based on national values. The conclusion justifies the necessity of developing emotional intelligence from an early age for the child’s future.
Keywords: emotional intelligence, social skills, empathy, communication culture, preschool education, cooperation.
Enter
In today’s globalization process, one of the main tasks of the educational process is to form not only knowledge and skills, but also personal and social qualities in children. A person’s full self-expression and effective functioning in society are directly related to the level of emotional intelligence (EI).
Psychologists believe that the earlier a child learns to understand his own emotions, manage them, and respond appropriately to the emotions of others, the higher his future educational success and level of adaptation in social life. Therefore, the development of emotional intelligence in the preschool education system is one of the most pressing issues today.
The main part
The concept of emotional intelligence
The concept of “emotional intelligence” was first introduced into scientific circulation by American scientists P. Salovey and J. Mayer. Later, D. Gouleman developed this idea and identified five main components of emotional intelligence:
1. Understanding one’s own emotions;
2. Self-control;
3. Intrinsic motivation;
4. Empathy,
5. Social skills.
These components play an important role in a child’s personal development, educational success, and future professional career.
The importance of emotional intelligence in preschool education
Preschool is a crucial period in the psychological, social, and emotional development of a young child. During this period, the development of emotional intelligence provides the following opportunities:
creates the child’s ability to understand and correctly express their feelings;
managing negative emotions and channeling them constructively;
-develop a culture of communication with peers;
-developing group and team work skills;
enhancing empathy and compassion.
Methods for building social skills
The following methods are effective for developing social skills in children:
is:
1. Role-playing – children learn to understand the feelings of others by acting out different situations.
2. Collaborative tasks develop communication and collaboration by completing tasks together in a small group.
3. Through fairy tales and stories, artistic works instill qualities such as distinguishing between good and evil, kindness, and helpfulness.
4. Artistic activities enhance the ability to express emotions through music, painting, and drama.
5. Cooperation with parents and emotional support in the family ensure psychological stability in children.
Scientific and practical foundations
According to psychological research, the age range of 3-6 years is the most active period in a child’s emotional and social development. Therefore, educators and psychologists should pay special attention to the development of emotional intelligence in children.
The “Concept of Preschool Education” adopted in the Republic of Uzbekistan also identifies social and emotional development in children as one of the priority areas.
Summary
In conclusion, the development of emotional intelligence and social skills is an integral part of the preschool educational process. A child with high emotional intelligence:
-can understand himself and others; -keeps balance in stressful situations;
– establishes positive social relationships;
– achieves high results in education.
Therefore, special programs aimed at developing emotional intelligence in children should be developed in collaboration with educators, parents, and psychologists. This will not only ensure the harmonious formation of the child’s personality, but also create a healthy, tolerant, and cooperative society in the future.
Therefore, developing emotional intelligence is the most important foundation for successfully building a child’s future.
Used literature
1. Salovey P., Mayer J. D. Emotional Intelligence. Imagination, Cognition and Personality, 1990.
2. Goleman D. Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books, 1995.
3. “Concept of Preschool Education” of the Republic of Uzbekistan. Tashkent, 2019.
4. Karimova V.M. Fundamentals of Psychology. Tashkent, 2018,
5. Methodological manuals of the Ministry of Preschool Education, Tashkent, 2022.
6. Vygotsky L.S. Development of psychology for a child. Moscow, 1984.
7. Shoumarov G. Pedagogical Psychology. Tashkent, 2020.
8. OpenAl. Scientific and analytical materials created using ChatGPT (GPT-5). 2025.
Abdirashidova Ozoda, Born in Chiraqchi district of Kashkadarya region, studied at the Pedagogical Faculty of Karshi State University, majoring in preschool education. Ambassador and member of international organizations. Holder of international certificates.
An article about the life and work of Mawlana Lutfi, who wrote in two languages until the second half of the 15th century, and his activities, poems and ghazals, as well as his legacy that has survived to this day.
Keywords: Poems of Mawlana Lutfi, life and creative path, divan and heritage.
Input
Mawlana Lutfullah Lutfi [1366-1465] was a great Uzbek poet and thinker. He was recognized as the “malik-ul kalomi,” that is, the “king of words,” of his time. He was considered the most famous poet of Uzbek literature until the second half of the 15th century. He served in the Timurid court and was close to Shahrukh Mirza, the ruler of Samarkand. Lutfi is a bilingual writer, that is, he writes simultaneously in both Turkic and Persian.
Main part
The famous Uzbek poet, the “malik ul-kalam” of his time, Lutfi, was born in 1366 in the village of Dehikanor, near the city of Herat. He spent almost his entire life in Herat, in the Timurid court. After the discovery of Sheikh Ahmad Tarazi’s work “Funun ul-balogha,” dedicated to Mirzo Ulugbek, based on the phrase “ul-latoyif” by Lutfi Shoshi, the idea was put forward that Lutfi’s homeland was Tashkent. Lutfi took an early step into secular sciences and literature. The future poet diligently studied not only Turkic-language literature but also Persian and Arabic literature. His interest in the heritage of Hafiz, Kamal Khujandi, and Nasimi was especially great. Like other poets of his time, Lutfi wrote in two languages: Persian and Turkic. Even Kemal Khujandi and Hafiz paid great attention to it. In his youth, he studied secular sciences. Later, he became interested in Sufi teachings and led an ascetic lifestyle. The poems of this poet, accustomed to a simple lifestyle and possessing the humility characteristic of dervishes, were distinguished by the ability to express profound thoughts with simple words in high artistic colors, and his poems in this respect attracted the attention of such patrons of literature as Navoi and Jami. Lutfi in the poetic form of the biography of Amir Timur in the epic “Zafarnama” but the manuscript texts have not been preserved. Hazrat Alisher Navoi
“Majolis un-nafois” testifies to Lutfi’s epic poem called “Zafarnama,” which has not reached us, and writes: “Mavlono’s translation of “Zafarnama” contains more than ten thousand verses of masnavi. Researchers of Lutfi’s work note that the source of the above-mentioned translation of “Zafarnama” is Sharafiddin Ali Yazdi’s “Zafarnama,” written in Persian about the life of Amir Timur. Professor E. E. Bertels says that the poet must have planned this masnavi as a heroic work in the style of Ferdowsi’s “Shahnameh.” But for some reason, the poet did not transcribe it. Navoi also says that he did not gain fame “because he did not write it on paper.” For a long time, it was said that the divan “Gul and Navruz” belonged to Lutfi. According to assumptions, this dastan was written as a response to the epic of the Persian poet Jalal Tabib with the same name, it has a fairytale theme and has a happy ending, and its volume is 595 verses. However, later it was proven that this dastan belonged to Haydar Khorezmi. It should be noted that Lutfi’s work also influenced Alisher Navoi. Even Navoi considers him his mentor and, in his biographical dictionary “Majolis un-nafois,” mentions that at the end of Lutfi’s life, he wrote a ghazal with the radif “Oftob,” that many poets of that time wanted to write like him, but none of them could “touch Lutfi’s hand.” Lutfi created fruitful works throughout his life. The total number of poems belonging to his pen is 2774 bayts, that is, more than 5548 lines. Among them, 2,086 couplets were written in the ghazal genre. The main theme of Lutfi’s divan was love, and the main goal was to describe the lover’s profession. In each of his poems, he approached the theme in a new way, created unique melodies, and used unique artistic devices. In Lutfi’s divan, the art of tashbeh, talmeh, tazod, iyhom, in particular, irsoli masal, is manifested. Lutfi also elevated his rubaiyat, tuyuq, and qit’as to the status of an example of art. The influence of Lutfi’s poetry reached not only Central Asia, but also the countries of the Near and Middle East. According to the famous Turkish scholar M.F.Kuprulyzade, Lutfi’s poems were read not only among Chagatai poets, but also among Ottoman Turkish poets, up to the author of “Harobot” Ziya Pasha. Mawlana Lutfi was a prominent representative of Uzbek classical literature of the 14th-15th centuries and a wordsmith who gained great fame in the East with his works in Uzbek and Persian-Tajik languages. Important notes and reflections on the life and work of the poet are found in the works of his contemporaries Davlatshah Samarkandi, Shamsiddin Sami, Khondamir, Abdulla Kobuli. In particular, the information provided in the works of Hazrat Alisher Navoi, who knew Lutfi closely and was connected with him through the ranks of teacher and student, is extremely valuable. In subsequent centuries, the sphere of influence of the great poet Lutfi’s mastery expanded. Many of Fuzuli’s naziras and several mukhammass are known to Lutfi’s ghazals. Mashrab, using the matla of Lutfi’s ghazal with the radif “whether you believe it or not,” created a whole new ghazal. Mawlana Lutfi held great reverence for the great poet Abdurahman Jami. He also dedicated a qasida to Jami with the radif “Sukhan.” At the end of his life, having managed to write only the first verse, he bequeathed to Abdurahman Jami the completion of the ghazal with the radif “Aftad” and its inclusion in his divan.
Jami fulfilled this testament of the elderly poet, and the ghazal with the radif “Aftad,” which still lives in Jami’s divan, is valuable as a testament to the creative collaboration of these two great artists of the word. Lutfi left no significant literary legacy. Sources say that the poet wrote more than 200 works, but only one of his divans is known to us (preserved in Konya, Turkey). At the suggestion of Shahrukh Mirza, he made a poetic translation of Sharafiddin Ali Yazdi’s “Zafarnama” (1437). Fitrat, E. Rustamov, E. Fozilov, S. Erkinov, Y. Ishoqov, E. Ahmadxo’jaev, and others studied the poet’s work. Thirty-three copies of the poet’s Turkic divan, transcribed between the 16th and 20th centuries, have survived and are currently preserved in libraries and manuscript collections in Tashkent, Dushanbe, London, Tehran, Istanbul, and Paris. Lutfi’s poems and ghazals were popular among the people and even set to music as songs. One of them is the ghazal with the radif “Whether believe or not.”
You are my beloved, believe it or not. Believe it or not, my dear, my heart bleeds. On the night of separation, the wheel of fate reaches you, oh moon, My morning sighs, believe it or not.
It should be especially noted that Lutfi, as a ghazal writer, skillfully combined the principles and methods of the experience of oral folk art with the literary and aesthetic traditions established in Eastern literature. Therefore, in his ghazals, national feelings are illuminated, and the depiction of human pain, regret, sorrow, and joy acquires a unique expressiveness. The great poet Lutfi, not only in his ghazals but also in poems of other genres such as rubaiyat, tuyuq, qit’a, and fard, expressed a sense of refinement and celebrated the thoughts and feelings of intelligent and life-loving people with high taste and intellect. When reading the poet’s lines like: Sensan sevarim, xoh inon, xoh inonma, Qonur jigarim, xoh inon, xoh inonma, sometimes it’s hard to believe they were written several centuries ago. Because they are so simple, close to oral speech, and far from bookish ornamentation and sincere. Speaking of Shaim’s quatrains, his tuyuqs deserve special attention. It can be said that Lutfi’s poetry vividly expresses the art of creating tuyuq through tajnis (zulma’niayn) words, mostly related to Turkic poetry. The subtle nuances of meaning in many tuyuqs found in his divan introduce the reader to the rich possibilities of the native language, captivating them with imagination and giving them aesthetic pleasure.
From your grasp, O heart, I am your servant,
Oh, when will I reach that beloved,
You made me captive to the unfaithful ones,
You are my sultan, oh heart, I am your servant.
Mawlana Lutfi died in 1465 in Dehikanor, his residence. His Holiness
According to Alisher Navoi, his grave is also there. Streets, schools, and libraries in our republic named after the great poet are immortalizing his memory.
Conclusion
Lutfi was considered one of the creators who deeply mastered both external secular and religious Sufi sciences, was able to look at his time and era with an open eye, and was devoted to truth and enlightenment. In Navoi’s words, he was an outstanding poet in Persian and Turkic. Although Lutfi became famous for his poems written in his native Turkic language, he also managed to acknowledge many people for his poetic talent and skill in Persian.
References
1. S. Erkinov. Lutfi. Life and work. T:1965
2. Selected Works [2-edition], T., 1968; You are my beloved. – T., 1987.
3. Taken from the book “Stars of Spirituality” (publishing house of folk heritage named after Abdulla Kadiri, Tashkent, 1999).
Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.
My first teacher-the eternal trace in my heart. In every personʼs life, there is a guide who can never be forgotten. My first teacher is an important figure in my life. When I was a little girl, I entered the doorway of school No. 3 in Toʼraqoʼrgʼon district of Namangan region, the person who took my hand was my first teacher-Munavvar Mirzaturgunovna.
At first, studying was not easy. I made many mistakes. I started my studies in Russian. Sometimes I felt weak and even lost hope. But my teacher always helped me. She said: “Терпение и труд всё перетрут”
Thanks to her, I became interested in learning. Now I study at Isʼhoqxon Ibrat creativity school. I got good marks, won school competitions, and took part in different projects. One of my happiest memories was a trip to Zomin from translation. Now I can speak five languages, and of course, this is also connected with the knowledge I received from my first teacher in primary school. My teacherʼs kindness inspires me a lot. I also dream of becoming a teacher in the future. I will never forget my first teacher. She is always in my heart, and I am very thankful to her.
Muxtasarxon Abdurashidova, 11th grader at Is’hoqxon Ibrat Creative School
with William Butler Yeats —Temple Bar, Dublin once famous for friars and printers and clockmakers now in its yellow dressing gown, intoning: a river of vomit, a run of stags, hens, the final whistle, a moon like a sack of flour garrisons the sky, Bill picking up those Derry Girls at The Old Storehouse the bend between breath and silence like the shoulder of an Armalite O they sang American Pie while we drank and watched some troubled fool equine in length take a piss from atop a phone booth on Dame Street I couldn’t get the song out of my head for days Bill kept turning and turning the poem in his like Wilde’s address to Liberty naked I saw thee Shay and your slow thighs and skin like fine bone china the night a revelation or bad news on the doorstep.
