The Advantages of Having a Hobby

Zamira Moldiyeva Bahodirovna,

Student of English filology faculty, UZSWLU.

Email: zamiramoldiyeva219@gmail.com

Scientific advisor: Zulxumor Bannopova

Abstract: Engaging in hobbies — leisure activities pursued for pleasure rather than for work or obligation — offers significant benefits for mental and physical health, cognitive functioning, emotional well-being, and social connectedness. Empirical research indicates that regular involvement in hobbies reduces stress, anxiety and depression, improves mood and overall life satisfaction, promotes resilience, and enhances social support and community belonging. Additionally, hobbies can contribute to improved cognitive performance and long-term health outcomes. This article reviews key findings from recent studies to outline the multiple advantages of having a hobby and argues that hobbies play a crucial role in holistic personal development.

Keywords: hobby, leisure activities, mental health, stress reduction, well-being, social support, cognitive function

Introduction

In the fast-paced, stress-prone context of modern life, people increasingly seek ways to preserve mental balance, reduce anxiety, and maintain a sense of meaning and satisfaction. One of the simplest — yet most powerful — ways to achieve this is through having hobbies. A hobby is a regular, voluntary activity pursued for enjoyment, relaxation, creativity or social connection, rather than for material gain. As shown by recent research, hobbies serve as more than just pastimes; they are vital tools for mental health, emotional regulation, social bonding, and long-term well-being. This paper examines existing empirical evidence to highlight the advantages of having a hobby, focusing on mental health, stress reduction, social and community benefits, and cognitive and health-related advantages.

Discussion

1. Mental Health, Stress Reduction and Emotional Well-being

Multiple studies link hobby engagement to improved mental health and lower stress levels. For example, a recent review of empirical studies concluded that participating in hobbies is associated with lower levels of depression, anxiety, and stress, and with greater life satisfaction and quality of life. 

Leisure activities — whether creative (art, music), physical (sports, gardening), or social (clubs, group activities) — provide a “break” from daily pressures. According to an article from UCLA Health, hobbies help boost mental well-being, support cognitive function, and may reduce risks of chronic disease. 

A study of students in China using a daily-diary method found that on days when students engaged in leisure activities, they reported more positive emotions, even in the context of academic stress. 

Thus, hobbies act as an effective buffer against stress, contribute to emotional regulation, and help maintain mental health in periods of high demand.

2. Social Connection and Sense of Belonging

Hobbies often foster social interaction and build community, which in turn enhances a person’s sense of belonging, support network, and social well-being. A recent review on hobbies and well-being found that social interaction and community belonging are among the main benefits of hobby participation. 

Engaging in group hobbies (sports clubs, music groups, art classes, social clubs) or hobbies shared with others helps individuals build friendships, share experiences, and support one another — which is particularly valuable in reducing loneliness and improving social support. 

Such social benefits can also increase life satisfaction, improve resilience, and provide emotional support in challenging times.

3. Cognitive Function, Creativity, and Personal Growth

Some hobbies — especially those that are mentally stimulating (e.g. painting, writing, learning music, puzzles) — support cognitive functioning, creativity, and lifelong learning. According to UCLA Health, hobbies may help improve cognitive function and offer protective effects against cognitive decline.

Moreover, engaging in hobbies can foster a state of “flow” — deep immersion in an activity, associated with intrinsic motivation, enhanced focus, and satisfaction. 

Such flow experiences can enhance self-esteem, sense of achievement, and personal growth over time, supporting mental resilience and capacity to deal with stress.

4. Physical Health and Long-Term Well-being

Many hobbies — particularly physical or outdoor activities like sports, gardening, walking, dancing — contribute to physical health: improving cardiovascular health, reducing stress-related hormones, improving energy levels, and supporting overall well-being. 

In addition, by reducing chronic stress and promoting relaxation, hobbies may help lower risks associated with long-term stress exposure, such as heart disease or other stress-related illnesses. 

Thus, hobbies support both mental and physical health — an important combination for holistic personal wellness.

Conclusion

Having a hobby is more than a pastime: it is a key to better mental health, emotional balance, social connection, personal growth, and long-term well-being. Research strongly supports that regular engagement in hobbies reduces stress, anxiety, and depression; boosts mood, life satisfaction, and resilience; fosters social support networks; enhances cognitive functioning and creativity; and improves physical health outcomes. Given these wide-ranging benefits, individuals — especially students and people under stress — should be encouraged to identify and maintain hobbies that resonate with their interests. For societies and educational institutions, promoting access to recreational and creative activities can contribute to population-level mental and physical health, better social cohesion, and improved quality of life.

References:

1.Cleary, M. et al. (2025). Exploring the Impact of Hobbies on Mental Health and Well-Being: A Scoping Review. (Review of 11 studies). 

2.Zhang, J., & Zheng, Y. (2017). How do academic stress and leisure activities influence college students’ emotional well-being? A daily diary investigation. Journal of Adolescence. 

3.Pressman, S. D., et al. (2009). Association of Enjoyable Leisure Activities With Psychological and Physical Well-Being. Psychosomatic Medicine. 

4.UCLA Health. (2025, May 15). 3 Proven Health Benefits of Having a Hobby. 5.Lagunes-Córdoba, E., et al. (2022). A better way of life: The role of leisure activities on self-perceived health, perceived stress, confidence in stress management, and social support. Frontiers in Psychiatry.

THE IMPORTANCE OF PSYCHOLOGICAL LITERACY IN ENSURING GENDER EQUALITY

Turon University

Faculty of Psychology, 3rd Year Student

Dilshoda Nodir qizi Nurboboyeva

Annotation: The article is dedicated to the importance of psychological literacy in ensuring gender equality. It analyzes the role and significance of psychological literacy in promoting gender equality within society. The study examines how individuals, through psychological literacy, can make conscious decisions to resist stereotypes and social pressures, explores the formation of gender stereotypes, and presents ways to reduce them. The research emphasizes the importance of strengthening psychological approaches within education, family, and community systems, and provides practical recommendations for promoting gender equality among both youth and adults.

Keywords: gender equality, psychological literacy, stereotype, social awareness, psychological culture, family, community, social change.

Аннотация: Статья «Важность психологической грамотности в обеспечении гендерного равенства» посвящена анализу роли и значимости психологической грамотности в процессе обеспечения гендерного равенства в обществе. Рассматривается, как индивид через психологическую грамотность может принимать осознанные решения, противостоя социальным стереотипам и давлениям. Также исследуются механизмы формирования гендерных стереотипов и пути их уменьшения. Подчеркивается важность усиления психологического подхода в системе образования, семьи и общества, а также приводятся практические рекомендации по продвижению гендерного равенства среди молодежи и взрослых.

Abstract: The article “The Importance of Psychological Literacy in Ensuring Gender Equality” examines the role and significance of psychological literacy in promoting gender equality within society. It analyzes how individuals, through psychological literacy, can make conscious decisions that counteract social pressures and stereotypes. The study also explores the formation of gender stereotypes and strategies for reducing them. Emphasis is placed on strengthening psychological approaches within education, family, and community systems, while providing practical recommendations for promoting gender equality among both youth and adults.

Keywords: gender equality, psychological literacy, stereotype, social awareness, psychological culture, family, community, social change.

INTRODUCTION

In modern society, the issue of gender equality is of central importance at both national and international levels. Governments, non-governmental organizations, and educational institutions increasingly emphasize the need to provide men and women with equal opportunities in social, economic, and political spheres. This aligns with global frameworks; for example, the United Nations recognizes gender equality as a key factor for sustainable development in its Sustainable Development Goals.

At the national level, Uzbekistan has implemented significant measures to strengthen gender equality, including legal reforms, political initiatives, and educational programs aimed at supporting women and developing social awareness. Nevertheless, various social, cultural, and psychological barriers limit the full implementation of gender equality principles. One of the main challenges is the persistence of gender stereotypes, traditional roles, and unconscious attitudes that affect decision-making and social interactions.

Research in psychology and education shows that psychological literacy plays a key role in understanding psychological concepts, self-awareness, and social perception, which are critical for ensuring equality and reducing the negative effects of stereotypes. Psychological literacy enables individuals to critically evaluate social norms, make conscious decisions, and engage in socially responsible behavior. This capacity is particularly important in addressing gender issues, fostering critical thinking, empathy, and inclusive attitudes in family, education, and community environments.

Given the international and national focus on gender equality, it is essential to study the role of psychological literacy in reducing gender stereotypes and promoting equal opportunities. This article aims to analyze the importance and role of psychological literacy in ensuring gender equality, its theoretical foundations, practical applications, and impact on policy and social development.

OBJECTIVES AND RATIONALE

The primary aim of this article is to determine the importance of psychological literacy in ensuring gender equality and to examine its influence on higher education, workgroups, and social relations in society. The study considers gender equality not only from legal and economic perspectives but also explores individuals’ and society’s attitudes toward gender stereotypes, mechanisms for their reduction, and the formation of social awareness through psychological literacy.

Key considerations in defining the objective:

Global and national significance of gender equality. International experience shows that gender equality is not limited to protecting women’s rights but also contributes to economic development, social stability, and the quality of education. Psychological literacy serves as a key tool for understanding gender equality, combating stereotypes, and creating an equitable social environment. Studying gender psychology and enhancing individual literacy in this area plays a vital role in national development strategies.

Level of study in the field. While gender equality issues are widely researched in economics, sociology, psychology, and education, the concept of ensuring gender equality through psychological literacy is relatively underexplored. Most studies focus on the rights of girls and women or gender disparities in the workforce, but psychological stereotypes in individuals, their modification, and promotion of equality through psychological tools remain insufficiently studied.

Specificity of the chosen problem. The issue of psychological literacy in ensuring gender equality focuses on analyzing relationships between individuals and society, identifying stereotypes, and developing concrete psychological strategies to overcome them. This problem differs from general gender equality issues because it is directly related to knowledge, awareness, and psychological behaviors rather than just economic or legal measures.

Research objective:

To determine the importance of psychological literacy in ensuring gender equality and to study its impact on individuals’ social attitudes, responses to stereotypes, and gender relations in higher education and society.

The research aims to deepen understanding of gender equality issues and provide scientific foundations for reducing stereotypes and promoting equal opportunities in society and higher education.

DESCRIPTION AND SOLUTION OF THE SCIENTIFIC PROBLEM

Today, gender issues are significant not only socially but also psychologically. In ensuring gender equality, psychological literacy—knowledge of gender roles, stereotypes, and equitable relationships—plays a crucial role. Insufficient psychological literacy leads to increased inequality between male and female students in higher education, persistence of societal gender stereotypes, limited individual potential, and slower economic and social development.

Current research highlights that Bem (2004) emphasized the importance of understanding gender roles and psychological approaches against stereotypes. Baker and Jones (1993) identified a connection between gender equality and educational outcomes across countries. In Uzbekistan, however, research in gender psychology is relatively limited, and psychological stereotypes among male and female students in higher education are insufficiently studied.

Empirical data indicate that in higher education, girls comprise approximately 39% and boys 61%. This disparity is influenced by psychological, social, and economic factors, with stereotypical values restricting girls’ access to education.

Thus, the scientific problem can be defined as: societal and higher education-related stereotypes and insufficient development of gender-related psychological literacy hinder the achievement of gender equality.

Solutions to the scientific problem include:

Increasing psychological literacy: Provide students and teachers with regular training, seminars, and courses on gender psychology, combating stereotypes, and equal rights; integrate gender equality topics into curricula; and organize interactive exercises and role-playing activities.

Reducing societal stereotypes: Implement programs promoting gender equality among parents and families, expand girls’ access to higher education, disseminate gender equality and psychological literacy information through media and online resources, and conduct awareness campaigns on equal opportunities.

Empirical research confirms the importance of psychological literacy. For example, among students aged 15–17, responses to the question “Who should have access to higher education?” were as follows:

Object

Percentage (%)

Boys

71.3

Girls

7.5

Most capable

19.0

No response

2.3

Opinions on the importance of higher education for girls by age and gender were:

Object

Percentage (%)

Boys

78.8

Girls

78.9

Women

71.6

Men

55.5

These results indicate that most of society recognizes the importance of higher education for girls, highlighting the potential for psychological literacy to strengthen gender equality.

Thus, the main approaches to addressing the scientific problem are: enhancing psychological literacy, reducing societal stereotypes, and applying a systematic approach based on empirical data. This strategy serves to improve gender relations not only in higher education but across society, ensuring equal opportunities for both girls and boys.

CONCLUSION

Ensuring gender equality in higher education and raising psychological literacy in society are of significant scientific and practical importance. Research results indicate that psychological literacy directly influences the reduction of gender stereotypes and inequalities in education. Promoting knowledge and social values related to gender equality among students helps form the concept of equal opportunities for girls and boys, ensuring effective functioning of higher education.

Empirical research, such as surveys conducted among students of the Economic Lyceum under Tashkent State University of Economics, shows that society—including boys, girls, and adults—recognizes the importance of girls’ higher education. However, persistent stereotypes (e.g., prioritizing boys as the main household earners, early marriage for girls) remain, which can be mitigated through enhancing psychological literacy. This underscores psychological literacy as a strategic factor in ensuring gender equality.

The analysis demonstrates that achieving gender equality requires not only legal and economic measures but also the development of societal psychology, education, and social values. Psychological literacy enhances access to higher education for girls and boys, contributes to sustainable societal development, improves human capital quality, and reduces gender stereotypes.

Key outcomes include:

Enhancing psychological literacy equalizes opportunities for boys and girls in higher education;

Changing societal gender stereotypes and values increases social activity and professional development for girls and women;

Implementing psychological literacy programs with the participation of parents, teachers, and the public can ensure genuine equality in higher education and society.

In conclusion, psychological literacy is a central element in ensuring gender equality and a primary tool for developing equal opportunities in higher education and society. By increasing psychological literacy, reducing stereotypes, and updating social values, genuine gender equality can be achieved, enabling girls and boys to fully realize their potential and participate actively in economic, social, and political spheres.

REFERENCES

Bem, S. L. (2004). Linzı gendera: Transformation of views on gender inequality. Moscow: ROSSPEN.

Saralieva, Z. Kh. (2004). Sociology of gender relations: Textbook for students of higher educational institutions. Moscow: ROSSPEN.

Baker, D. P., & Jones, D. P. (1993). Creating gender equality: Cross-national gender stratification and mathematical performance. Sociology of Education, 66, 91–103.

UNESCO. (2015). Education and gender equality: Monitoring and evaluation guidelines. Paris: UNESCO.

World Bank. (2012). Gender equality and development report. Washington, DC: World Bank.

Akramova, F. A. (2020). Problems of gender equality psychology in higher education. Psychological Journal.

UNICEF. (2018). Gender equality in education: A global perspective. New York: UNICEF.

Eagly, A. H., & Wood, W. (2003). The nature–nurture debate on gender development. American Psychologist, 58(2), 15–25.

World Economic Forum. (2021). Global gender gap report 2021. Geneva: WEF.

Kabeer, N. (2016). Gender equality and women’s empowerment: A critical analysis. Journal of Development Studies, 52(12), 1672–1688.

INNOVATIVE AND CREATIVE APPROACHES TO FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL EDUCATION

ANNOTATION. This article examines the formation of environmental education in preschool-aged children from both scientific-theoretical and practical perspectives. Research emphasizes that the foundation of environmental awareness is laid during the ages of 3–7. In particular, American educator and scientist J. Davis notes that direct interaction with nature in childhood strongly influences a child’s future ecological behavior. According to UNESCO experts, environmental education in preschool settings is effective only when conducted through play, observation, and hands-on activities. The article highlights creative methods, project-based activities, STEAM approaches, and the importance of cooperation between families and educational institutions in organizing environmental education. The research results show that ecological education fosters conscious, careful, and responsible attitudes toward nature in children and helps cultivate love for the environment.

KEYWORDS. Environmental awareness, preschool education, ecological education, creative methods, project-based activities, STEAM approach, nature conservation, observation.

INTRODUCTION. Today, environmental problems have a direct impact on human life at a global scale. Environmental pollution, depletion of natural resources, and loss of biodiversity pose significant challenges to society. Addressing these issues is closely linked to changing humans’ attitudes toward nature. In this context, the preschool education system represents the initial and most critical stage of ecological education. During this period, children form their first understanding, emotional responses, and simple ecological behaviors regarding nature. If ecological education is organized systematically and correctly at this stage, it increases the potential to raise conscious and responsible individuals in the future. This article examines innovative and creative ways to develop environmental awareness in preschool education and analyzes their practical significance.

1. Features of Environmental Awareness Formation in Preschool Children.

Preschool children perceive the environment primarily through sensory experiences and direct interaction. They understand natural phenomena by seeing, hearing, touching, and observing. Therefore, in ecological education, real observation and practical activities should take precedence over abstract concepts.

During this age, environmental awareness develops in the following areas:

Recognizing and naming natural objects;

Observing changes in nature;

Understanding cause-and-effect relationships;

Demonstrating careful and respectful attitudes toward nature.

The process of forming environmental awareness in children is effective only if conducted consistently and continuously. Random or episodic activities cannot develop stable ecological perspectives.

2. Developing Observational Skills through the “Nature Explorers” Project.

Project-based activities are one of the most effective pedagogical approaches for preschool children. The “Nature Explorers” project engages children as active participants, developing their observation and independent thinking skills.

Within this project, children:

Observe the growth of plants;

Record weather changes;

Compare the conditions of water and soil;

Learn to draw simple conclusions.

Such activities increase children’s interest in nature and sense of responsibility. Most importantly, children acquire ecological knowledge through personal experience rather than as pre-packaged information.

3. The Role of Play Technologies in Environmental Education.

Play is the leading form of activity for preschool-aged children. Ecologically themed games help children consciously adopt simple rules for protecting nature.

For example:

Games focused on waste sorting;

Role-playing games about water conservation;

Dramatic games about caring for animals.

During play, children learn to follow ecological rules naturally rather than as a compulsory requirement.

4. Environmental Education through STEAM Approaches.

The STEAM approach allows ecological education to be organized through interdisciplinary integration. This approach enables children to observe ecological phenomena, conduct experiments, and analyze results.

Examples include:

Planting seeds and measuring growth rates;

Observing the evaporation process of water;

Creating simple ecological models.

The STEAM approach develops not only ecological knowledge but also logical thinking and problem-solving skills in children.

5. Cooperation between Families and Preschool Institutions.

The effectiveness of environmental education largely depends on collaboration between families and educational institutions. If ecological education is not continued at home, its impact is short-lived.

Cooperation with parents can include:

Family ecological campaigns;

Home exercises on waste separation;

Discussions on nature conservation.

Such collaboration helps children integrate ecological behavior into daily habits.

CONCLUSION. In conclusion, forming environmental awareness in preschool education is a complex but extremely important process. To organize it effectively, innovative and creative approaches must be applied, children’s age-specific characteristics considered, and collaboration with families established. Ecological education fosters love, responsibility, and conscious attitudes toward nature in children, contributing to the sustainable development of future society.

REFERENCES.

Law of the Republic of Uzbekistan “On Preschool Education.”

“First Step” State Educational Program.

UNESCO. Early Childhood Education for Sustainable Development, 2021–2024.

Davis, J. Young Children and the Environment, 2020–2023.

STEAM Education in Early Childhood. International Journal of Early Learning, 2021.

Axmadqulova Sapuraxon was born in the Marxamat District of the Republic of Uzbekistan. She is a student at the Andijan Branch of Kokand State University, Faculty of Pedagogy, specializing in Preschool Education. She has participated in international competitions. She is a recipient of the “Future Scientist” and “People’s Ambassador” chest badges awarded by the Association of Young Scientists. Her creative works are indexed on Google, and she is the author of numerous articles.

INTERCULTURAL SIMILARITIES AND DIFFERENCES: ANALYSIS OF KOREAN AND UZBEK FUNERAL RITUALS

Nilufar Yoldoshova, SamDChTI, Faculty of Oriental Studies,

Department of Philology and Language Teaching (Korean),

1st year, Group 2502

Abstract:

Funeral rituals of the Korean and Uzbek peoples each possess unique cultural values and traditions of respect for the deceased. However, significant differences exist in both form and meaning. These differences are primarily shaped by Confucianism, Buddhism, and Shamanism in Korean society, and by the combination of Islam and national customs in Uzbek society. Although both cultures emphasize communal unity, deep respect for elders, and honoring the memory of the deceased, the organizational process, symbolic expression, and spiritual interpretation of funeral rituals show notable distinctions. This article explores the similarities and differences between the funeral practices of these two cultures.

Keywords: funeral ritual, funeral hall, memorial table, condolence money, mourning, coffin, shroud

Introduction

A funeral ritual is a ceremony and set of customs associated with burying the deceased. Funeral practices have evolved since the emergence of humanity, influenced by geographic environment, social life, human capabilities, scientific understanding, and worldviews. Even in the Paleolithic period, 40,000–18,000 years ago, burial rituals were performed. Over time, funeral practices became integrated with religious rituals and customs. Every culture has specific forms, rules, and procedures for funerals. Through these rituals, societies bid farewell to their members, preserve their memory, and, according to their beliefs, ensure the peace of the soul. Funerals are not only a time of grief and mourning but also an opportunity to reflect on the meaning of life and reinforce human values.

The main purposes of a funeral ritual are:

Respect for the deceased: This is the final expression of honor and reverence for the deceased.

Gathering and remembrance: Relatives and friends come together to share positive memories and bid farewell.

Compassion: To show the deceased’s close ones that they are not alone and to comfort them in their loss.

Spiritual and religious beliefs: In many religions, funeral rituals represent an important stage for the soul’s transition, purification, or return to God.

Korean Funeral Rituals

In Korean society, the funeral process is not only a farewell to the deceased but also an important cultural event reflecting their religious, philosophical, and social values. These rituals are influenced by Confucianism, Buddhism, and Shamanism, all of which emphasize respect for death as the final stage of human life.

Korean funeral traditions primarily developed under Confucian influence. In Confucianism, filial piety (효, hyo) toward parents and ancestors is the highest virtue. Therefore, children, especially the eldest son or grandson, play a critical role in the burial process. Buddhism emphasizes the rebirth of the soul, while Shamanism involves beliefs connected to spiritual entities and ceremonies.

Historically, funerals were held at home, but today they take place in specialized funeral halls (장례식장, jangnyesikjang) or hospital-associated centers. The “Jesa” ritual involves preparing food for the deceased every day for 49 days after death, reflecting the belief that the soul should not remain hungry. Typically, the funeral lasts three days:

Day 1: Preparing the body for burial (washing, shrouding, placing in position).

Day 2: Receiving guests and conducting condolence ceremonies.

Day 3: Burial or cremation (화장, hwajang).

Key stages of the ceremony:

The body is cleansed and wrapped in a white shroud, then placed before the memorial table (향안) with flowers, candles, and a photograph of the deceased. The chief mourner (상주, sangju), usually the eldest son, is responsible for all organizational duties. Guests bow deeply twice to the deceased and once to the family. Traditionally, only men served as sangju, but today women also participate, reflecting gender equality trends.

Guests give condolence money (부의금, bueuigeum) to support the bereaved family and cover funeral expenses:

Standard amount: 50,000–100,000 WON (approx. $50–100)

Close relatives: 100,000–500,000 WON

Business partners: 50,000–200,000 WON

Commonly: 50,000 WON

Food and beverages, including soju (소주), are served, and guests often remain until evening to provide emotional support. Traditionally, the deceased was buried, but modern cremation (화장, hwajang) has become increasingly common due to limited land resources and environmental considerations. Some families create keepsakes or memorial balls from the ashes to honor the memory of the deceased. Participants wear dark or black simple clothing; historically, families wore special mourning garments (상복, sangbok). Loud voices, jokes, or laughter are considered inappropriate.

Uzbek Funeral Rituals

Uzbek funeral practices have deep historical roots and are primarily shaped by Islamic religion and local customs. These ceremonies serve not only to send off the deceased but also to provide social compassion and spiritual support for their family and community.

Islam is the primary influence on Uzbek funerals, and all processes are carried out according to the Sunni Hanafi school of thought. Additionally, ancient Turkic and Persian cultural practices, such as holding memorial ceremonies on specific days, are observed. The focus is on the soul’s peace and salvation in the afterlife. Funerals usually occur in three main locations: the deceased’s home, mosque, and cemetery. Burial is typically conducted within 24 hours but is not mandatory on the day of death. The one-day ceremony includes washing (ghusl), shrouding, funeral prayer (janaza), and burial. After burial, family and friends recite the Qur’an and prepare a communal meal.

Shrouding: The body is wrapped in a white cloth symbolizing purity and equality.

Funeral prayer (janaza): Performed in the mosque or open space as a final collective prayer.

Burial: The deceased is laid on their side facing the Qibla, and each participant throws soil three times.

Financial support: Guests provide condolence money (sadaqa).

Only traditional burial is practiced; cremation is forbidden under Islamic law. Simple headstones are placed on graves, and elaborate structures are strictly prohibited. Participants wear simple black or white clothing; women cover their heads with scarves. Loud crying or wailing is strictly forbidden, as it may disturb the deceased’s soul.

Post-funeral ceremonies:

3rd day: Qur’an recitation and remembrance

7th day: Family and close relatives gather

40th day: Broader community participation

1-year memorial: Final remembrance

Similarities (despite differences):

Respect for the deceased: Both cultures view the funeral as a way to honor the deceased and fulfill one’s duty.

Family centrality: Close relatives, particularly the eldest son or closest male relative, play an essential role.

Gathering and rituals: Both traditions include communal gatherings (condolence meetings, meals) as part of mourning.

Dress code: Wearing dark or somber clothing is customary in both cultures, with Uzbek attire being modest and Islamic-compliant.

Differences:

Korean rituals are influenced by multiple religions; Uzbek rituals are primarily Islamic.

Korean funerals last three days, whereas Uzbek funerals are completed within 24 hours.

Burial method: cremation is common in Korea, while Uzbekistan strictly practices underground burial.

Commemoration practices: Koreans perform extended ancestral rites, while Uzbeks focus on prayer for the deceased.

Korean ceremonies often emphasize the eldest child’s role, while Uzbek ceremonies involve the entire community.

Financial support: Koreans give “bueuigeum,” while Uzbeks provide “sadaqa.”

Venue: Korean funerals often occur in specialized halls, whereas Uzbek ceremonies are held at home, mosque, and cemetery.

Post-funeral rituals: Korea observes a 49-day cycle, while Uzbekistan has ceremonies on the 3rd, 7th, 40th day, and 1 year.

Conclusion:

Korean and Uzbek funeral practices reflect unique cultural and religious characteristics. Korean rituals emphasize ancestral worship and family traditions, while Uzbek rituals are based on Islamic beliefs and community involvement. In both cultures, funerals honor the deceased and console the bereaved. These rituals are an important part of cultural heritage, passed down through generations.

References:

“Korean Funeral Customs” – National Folk Museum of Korea, 2015

“Death and Funeral Culture in Korea” – Seoul National University Press, Seoul, 2018

“Korean Traditional Culture Series” – Korea University Publishing, Korea, 2020

“Uzbek Folk Rituals” – Academy of Sciences of Uzbekistan, Tashkent, 2017, pp. 156–189

“Islam and Uzbek Traditions” – Muslim Board of Uzbekistan, Tashkent, 2019

“Uzbek National Encyclopedia,” Tashkent, 2021

PEDAGOGICAL ASPECTS OF DEVELOPING PROFESSIONAL CREATIVITY IN FUTURE TEACHERS BASED ON COGNITIVE APPROACH

ABSTRACT

This article analyzes the issues of guiding future teachers to acquire cognitive activity experience, developing their pedagogical thinking and professional creativity, and preparing them to design cognitive education and upbringing processes.

Keywords: cognitive pedagogy, future teacher, pedagogical education, professional creativity, education, upbringing, design, knowledge, method, cognitive-pedagogical activity.

The development of professional creativity in future teachers is directly related to the human cognitive process. The cognitive process reflects the systematic manifestation of mental processes. These are expressed in the future teacher’s perception of professional knowledge, retention in memory, recollection, processing, and interpretation. Methods and techniques that activate these processes in education began to be systematically studied by specialists by the end of the last century.

The formation of professional creativity in future teachers, the use of productive methods and technologies in this process, and ensuring creativity among future teachers have been studied in the works of R.G. Safarova, Kh.I. Ibraimov, B. Adizov, N. Muslimov, B.S. Abdullaeva, O. Tolipov, Sh. Sharipov, B. Mamurov, G. Ibragimova, and G. Nafasov. The technological stage is of great importance in helping future teachers acquire skills to design cognitive education and upbringing processes. At this stage, future teachers must master the principles of student development when designing all stages of the educational process.

It is crucial that future teachers acquire the ability to anticipate pedagogical tools, technologies used, and guaranteed educational outcomes. They should understand the principle of integrating their personal experiences into the content of education and training while designing cognitive education processes. Additionally, they must gain experience in collaborating with their future students through dialogue. The effectiveness of the cognitive education process depends on how accurately the teacher can design and organize it purposefully. For this, future teachers must also master the skill of using varied forms of work. These skills manifest clearly when future teachers select and design educational materials effectively.

Future teachers must also master the skills of monitoring the educational and cognitive activities of their students. Only then can they accurately design assessment materials and scenarios, which enables the efficient organization of the educational process. To equip future teachers with advanced pedagogical technologies, the following steps should be observed:

Analyze the lessons and professional outcomes of subject teachers during pedagogical practice to study their professional skills through mentorship.

Teach future teachers to identify and address potential challenges in cognitive pedagogical creativity and organization during their future professional activity.

Ensure future teachers can analyze and control their professional activities, relying on knowledge about designing and organizing the education process.

Enable future teachers to effectively select educational tools and use them in designing education and upbringing processes.

Allow future teachers to determine ways to improve their pedagogical creativity and organization based on concrete scientific and practical evidence.

To prepare future teachers for designing the education and upbringing process, they must initially:

Conduct regular consultations and discussions with mentor teachers during pedagogical practice.

Attend and analyze lessons of experienced teachers in detail.

Seek guidance from experienced teachers to organize the educational process effectively.

Participate in discussions, seminars, conferences, and training sessions on designing and organizing education and upbringing processes.

The practical training of future teachers in designing educational processes should be regularly analyzed by professors and instructors, highlighting achievements and shortcomings and recommending ways to address them. Future teachers should understand:

The individual characteristics of students in a particular class and the enhanced requirements during lessons.

How the teacher’s behavior in the educational process contributes to the personal development of students.

The structural components of the cognitive education process and what drives it.

The achievements and shortcomings of a specific teacher in organizing education.

To ensure effective design of the education process, the following measures are recommended:

Enrich the content of lesson topics and educational materials, aligning them with students’ personal development.

Create a supportive environment for students’ success and assist them in mastering the material.

Consistently support students’ interests and aspirations.

Future teachers should be able to select and design educational materials in harmony with students’ personal experiences and knowledge. Designing the educational process aligned with learning objectives is essential for its effectiveness. For this:

Educational materials should reflect students’ achievements, creative analysis, potential, experiences, and cognitive development.

Ensure the balance between the educational objectives and students’ abilities to master the material.

In designing educational situations within the cognitive education process, future teachers should consider creative thinking, communication engagement, and activity-oriented approaches, as these require mastery of professional knowledge. They must prioritize students’ personal development, facilitating interaction and dialogue between teacher and students, as well as among peers. The focus is on achieving outcomes important for students’ personal growth. Future teachers should gain experience in developing lesson plans that direct the learning process toward student-centered goals, ensuring lesson effectiveness through appropriate tasks and methods.

Collaboration among professional teachers, sharing and creatively utilizing each other’s experiences, is essential for ensuring the effectiveness of the education process. Future teachers should learn from experienced teachers during pedagogical practice. In addition to studying the conceptual foundations of cognitive education, they should understand methods for continuous educational activity, develop independent organizational skills, and recognize the significance of classroom situations in personal development.

All these requirements for future teachers must be reflected in the curriculum and textbooks designed for higher pedagogical education.

REFERENCES:

Mirziyoyev Sh.M. Strategy for the Development of New Uzbekistan. – Tashkent: Uzbekistan.

Safarova R.G. Theoretical Approaches to Cognitive Pedagogy: Monograph. – Tashkent.

Ibragimov Kh., Abdullayeva Sh. Theory of Pedagogy: Textbook. – Tashkent: Science and Technology, 2008. – 288 p.

Ibraimov Kh.I. Creativity as One of the Characteristics of the Personality of the Future Teacher // Science, Education and Culture. – 2018. – No. 3 (27). – P. 44-46.

Ibraimov Kh.I., Quronov M. General Pedagogy: Textbook. – Tashkent: Shaffof, 2023. – 416 p.

THE ROLE AND SIGNIFICANCE OF MOTHER TONGUE EDUCATION IN THE MODERNIZATION PROCESS

Student, Termiz State Pedagogical Institute

Abstract:

This article analyzes modern approaches to the modernization of mother tongue education within the general education system. It focuses on the goals and objectives of mother tongue teaching, its role in developing students’ language competence, and the implementation of innovative pedagogical technologies. Existing textbooks and curricula are analyzed, current challenges are identified, and recommendations for addressing them are provided. Results from experimental lessons organized using modern educational technologies confirm the effectiveness of new methods.

Keywords: mother tongue, educational modernization, language competence, curricula, innovative technologies, pedagogical process

Introduction:

In today’s era of globalization and digital development, modernizing the education system is considered a pressing task, as the socio-economic development of society, spiritual and moral growth, and the thinking and worldview of the younger generation are directly linked to the quality of education. From this perspective, modernizing mother tongue education is of particular importance.

The mother tongue serves as a primary tool for expressing national identity, shaping thought, and enhancing spirituality. It is not only a means of communication but also a key factor in transmitting cultural heritage and moral values from generation to generation. Therefore, re-examining the role and significance of the mother tongue within modern education and organizing its teaching through innovative approaches is one of the current pedagogical challenges.

Modernizing mother tongue education helps enhance students’ speech culture, develop critical and creative thinking skills, and educate them as individuals loyal to national and universal values, capable of competing in society. Studying this topic has both theoretical and practical significance.

The Concept of Modernization in Education:

Modernization (from Latin modernus – contemporary, renewed) refers to reorganizing, improving, and developing an existing system based on current requirements. In education, modernization involves updating the learning process using advanced achievements, modern pedagogical technologies, and digital tools.

Key aspects of educational modernization include:

Aligning curricula and standards with contemporary requirements

Strengthening interdisciplinary integration

Implementing competency-based education

Combining traditional teaching methods with interactive approaches

Creating tasks to develop creative and critical thinking

Applying student-centered education

Integrating digital technologies into the learning process (e-textbooks, online platforms, artificial intelligence)

Utilizing multimedia, virtual laboratories, and simulations

Implementing modern management systems in educational institutions

Regularly enhancing teachers’ qualifications

Adapting international experiences to the national education system

Educational modernization aims to develop students comprehensively and cultivate them as well-rounded individuals with competencies suited to the demands of the global information society.

Goals and Objectives of Mother Tongue Education:

Mother tongue education is essential in any society for preserving national values, promoting culture, and enhancing intellectual potential. Its primary goal is to develop students’ language competence: the ability to use the mother tongue correctly, fluently, and effectively, as well as to enhance communication and thinking skills.

General Goals:

Develop linguistic understanding and literacy

Teach phonetic, lexical, and grammatical norms to foster proper speech culture

Enrich students’ thinking and critical reasoning

Instill national identity, moral values, and patriotism

Encourage creativity and active participation in society

Objectives:

Teach literacy and written communication, ensuring correct spelling, style, and writing skills

Develop speech culture, including proper pronunciation, literary norms, and communication etiquette

Promote logical thinking through language study

Develop skills in analyzing, retelling, and creative writing

Implement innovative and communicative approaches using modern technologies

Prepare students to use language effectively in real-life situations

Theoretical Approaches:

Didactic approach: Integrates theoretical knowledge and practical skills

Communicative approach: Focuses on language as a tool for real-life communication

Competency-based approach: Emphasizes applying knowledge, problem-solving, and effective participation

Cultural and moral approach: Instills national values and enhances spirituality

Modernization in National and International Literature:

Recent national and international studies focus on updating content, developing competency-based skills, implementing ICT, and increasing teaching effectiveness. Uzbek researchers emphasize that mother tongue classes should go beyond grammar, fostering independent thinking, creativity, and communication skills. Foreign scholars highlight the importance of competency-based approaches, active learning, and communicative methods.

Competency-Based Approach:

The primary goal is to develop students’ language competence. Students should apply knowledge in real-life situations and communicate effectively. This approach enhances:

Communicative tasks in lessons

Critical and creative thinking

Speech culture for active societal participation

Information literacy, including sourcing and presenting materials

Integration of ICT in Mother Tongue Education:

ICT plays a critical role in modernizing mother tongue lessons. Digital resources such as e-textbooks, multimedia, interactive presentations, online tests, and platforms develop both language knowledge and independent learning skills. Benefits include:

Increasing lesson engagement and interactivity

Supporting individualized learning

Teaching multimodal literacy (text, audio, video, graphics)

Developing information literacy

Aligning with international educational standards

Scientific Foundations:

Modernization relies on various scientific approaches:

Didactic: Based on general laws and principles of teaching

Psychological: Accounts for age, cognition, and motivation

Pedagogical: Combines student-centered learning, educational goals, and communication

Methods:

Literature analysis of national and international sources

Observation and interviews with teachers and students

Experimental lessons using innovative methods and ICT

Surveys and questionnaires to identify problems and suggestions

Current Challenges:

Dominance of traditional approaches, focusing on grammar over communication and creativity

Outdated textbooks and curricula

Limited teacher preparedness for innovation

Insufficient use of ICT

Assessment systems emphasizing theory over creativity and communication

Analysis of Textbooks and Curricula:

Strengths: Coverage of national values, literary norms, and literacy topics

Weaknesses: Limited focus on communicative needs, creativity, and critical thinking; outdated or repetitive topics; misalignment with competency-based assessment

Effectiveness of Competency Development:

Competency assessment considers:

Speech competence

Linguistic competence

Communicative competence

Creative competence

Information competence

Experimental lessons using modern technologies showed increased student engagement, independent learning, creativity, collaboration, and communication skills, with a 25–30% higher activity compared to control groups.

Conclusion:

The modernization of mother tongue education should go beyond grammar to develop students’ linguistic, communicative, and creative competencies. Mother tongue education is vital for intellectual, moral, and social development, requiring a combination of didactic, psychological, and pedagogical approaches. Competency-based methods and modern technologies effectively enhance student engagement, language competence, and creativity. Current challenges include teacher preparedness, assessment limitations, and the need to improve textbooks and curricula. Modernization remains crucial for improving education quality and preparing students as active participants in contemporary society.

References:

Askarova, U. (2024). Enhancing Linguistic Competence Through Mother Tongue Lessons in Primary Classes (2-grade mother tongue textbook). Modern Science and Research, 3(7), 84–87.

Boltayeva, B., & Shakarova, L. (2022). Development of Mother Tongue Based Competences Outside the Classroom. International Journal of Scientific Trends. scientifictrends.org

Islyamova, S. Y. (2025). Competency-Based Approach: Transforming Assessment in Education. Web of Teachers: Inderscience Research, 3(3). Web of Journals

Jurayeva, T. U. (202x). Competency-Based Approach in Higher Education and Prospects for The Development of The Uzbek Language. International Journal of Scientific Trends. scientifictrends.org

Sadikov, E. (2024). Teaching Pragmatic Competencies as a Methodical Problem in Uzbekistan. Excellencia: International Multi-disciplinary Journal of Education, 2(10). multijournals.org

Pulotova, Y., & Olimova, S. U. (202x). Interdisciplinary Integration of the Mother Tongue in the Primary Education System and its Importance. International Journal on Integrated Education, 6(9). journals.researchparks.org

Nisanbaeva, A. K. (2023). The Role of Modern Technologies in Teaching the Mother Tongue. Eurasian Journal of Learning and Academic Teaching, 25, 66–69. Genius Journals

Shomurodova, O. G’. (2022). Levels of Materializing Mother Tongue Content in Schools. Pedagogs Journal, 9(3), 68–70. pedagoglar.uz

SALIVARY GLANDS AND THEIR IMPORTANCE

Abstract

Salivary glands are exocrine glands that secrete saliva into the oral cavity. They play an important role in the human body in digestion, moisturizing mucous membranes, protection against microbes, and serving as a source of biomarkers for research purposes. This article discusses the anatomical structure and types of salivary glands, characteristics of their secretions, the mechanism of saliva secretion, their physiological functions, as well as pathological conditions (such as inflammation of the glands, stone formation, Sjögren’s syndrome) and their clinical significance. According to research results, salivary glands perform important roles in protecting mucous membranes interacting with the external environment, initiating digestion, regulating oral microbiota, and providing useful biomarkers for diagnostics. In conclusion, the proper functioning of salivary glands is emphasized as crucial for oral and overall health.

Keywords: salivary glands, secretion, anatomical structure, salivary enzymes, pathology, biomarkers, oral health

Introduction

Saliva is a liquid, primarily water-based secretion produced by the salivary glands in the oral cavity, consisting of up to 99% water, as well as various organic (enzymes, immune components) and inorganic compounds. On average, a human produces 0.5–1.5 liters of saliva per day. Salivary glands perform several essential functions for the oral cavity and the entire body: assisting in chewing and swallowing food, partially breaking down food molecules, maintaining oral microbiota and pH balance, moisturizing and protecting mucous membranes, and serving as bioindicators through secreted saliva. Despite their small size, salivary glands are biologically very important organs in the human body.

Discussion

1. Anatomical and Histological Structure:

Salivary glands are classified into major and minor glands. They include parotid, submandibular, sublingual, and other minor glands.

2. Salivary Secretion and Composition:

Saliva is a complex fluid composed of water, electrolytes, enzymes, and immune components.

3. Physiological Functions:

Saliva initiates digestion, facilitates swallowing, protects oral mucosa, and combats microbial infections.

4. Pathologies:

Diseases affecting salivary glands include sialadenitis, Sjögren’s syndrome, sialolithiasis, tumors, and xerostomia.

5. Regeneration Prospects:

Approaches for restoring gland function are being developed through gene therapy, cell transplantation, and biomarker research.

Results

1. Salivary glands are essential for initiating digestion, protecting mucous membranes, and controlling microbes.

2. Their anatomical and histological structure is adapted to perform various functions.

3. The composition of saliva and its secretion mechanism maintain oral balance.

4. Pathologies disrupt gland functions and negatively affect oral health.

5. Research on regeneration represents a promising direction.

Conclusion

Despite their small size, salivary glands play a vital biological role in the human body. They are crucial not only for initiating digestion but also for protecting mucous membranes and defending against microbes. Additionally, saliva serves as a useful diagnostic biomarker. In the future, research on regeneration and functional restoration of salivary glands is expected to develop further.

References

1. Anatomy, Head and Neck, Salivary Glands — StatPearls, NCBI.

2. Review of the Major and Minor Salivary Glands — PMC.

3. Physiology, Pathology and Regeneration of Salivary Glands — MDPI.

4. Salivary gland function, development, and regeneration — PMC.

5. Salivary glands (Wikipedia, uz).

6. Saliva (Wikipedia, uz).

7. Pathogenesis and Molecular Genetic Aspects of Salivary Gland Tumors — CyberLeninka.

8. Serous demilune — Wikipedia.

9. Progress in Salivary Glands: Endocrine Glands with Immune Functions — Frontiers.

10. Overview of Human Salivary Glands: Morphology and Histology — Wiley.

O‘roqova Nargiza, born on March 26, 2001, in Ishtikhon District, Samarkand Region. She is currently a first-year grant-funded student at Tashkent State Medical University.

Her professional activity includes working as a Biology teacher at Secondary School No. 33 in Ishtikhon District, Samarkand Region, during the 2024/2025 academic year. She graduated from Jizzakh State Pedagogical University, Faculty of Biology, in the 2020–2024 academic years. She has an excellent command of English, Russian, Arabic, and Turkish.