Metaverse and Real Life: Is the Boundary Disappearing?

Zamira Moldiyeva Bahodirovna,

Student of English filology faculty, UZSWLU.

Email:zamiramoldiyeva219@gmail.com

Abstract: The Metaverse is emerging as a significant aspect of modern digital life, blending virtual experiences with real-world interactions. This study investigates whether the boundary between virtual and real life is disappearing due to the rapid adoption of virtual reality (VR), augmented reality (AR), and digital avatars. By reviewing recent literature, case studies, and observational data, this paper explores both the benefits and risks associated with prolonged engagement in the Metaverse. Results indicate that while the Metaverse enhances communication, creativity, and accessibility, it may also lead to reduced real-life social interactions, psychological stress, and dependency on virtual environments. The study emphasizes the importance of maintaining a balance between virtual engagement and real-life activities and suggests strategies for promoting healthy digital habits.

Key words: Metaverse, virtual reality(VR), augmented reality(AR), digital avatars, virtual life, real-life interaction, social skills, digital addiction, mental health.

Introduction

The concept of the Metaverse represents a digital universe where users interact through avatars and immersive technologies such as virtual reality (VR) and augmented reality (AR). Unlike traditional social media, the Metaverse provides a three-dimensional environment where users can socialize, work, study, play, and create in real-time. The origins of this concept trace back to early internet communities, online gaming platforms, and virtual worlds like Second Life, which laid the foundation for modern immersive experiences.

The recent surge in Metaverse development has been accelerated by major technology companies, including Meta (formerly Facebook) and Microsoft, who have invested billions into creating expansive virtual ecosystems. The COVID-19 pandemic further amplified the relevance of virtual interaction, as remote work, online education, and digital socializing became essential.

Despite these advancements, questions remain regarding the psychological, social, and behavioral effects of spending extended periods in virtual environments. Scholars and psychologists debate whether virtual engagement complements or threatens real-life experiences. This paper aims to:

1. Explore the potential benefits of the Metaverse for social interaction, creativity, and education.

2. Examine the risks associated with over-reliance on virtual experiences, including social isolation and psychological challenges.

3. Discuss strategies for integrating virtual and real-life activities to ensure balanced digital engagement.

Methods

This study employs a qualitative approach, relying primarily on literature review and observational analysis. Academic journals, reports from technology companies, and research articles on digital behavior and psychology were examined to assess the current understanding of Metaverse effects.

Key steps included:

1. Reviewing case studies of Metaverse applications in education, work, and social environments.

2. Comparing patterns of real-life interactions versus virtual engagement.

3. Identifying reported social, psychological, and behavioral outcomes associated with prolonged Metaverse use.

Data analysis focused on synthesizing findings to determine common themes, including the advantages of digital immersion and the potential risks of social detachment. The study also considered recommendations from digital psychologists and technology experts regarding safe and balanced Metaverse use.

Results

Positive Impacts of the Metaverse

1. Enhanced Communication: Users can connect with friends, family, and colleagues across vast distances, allowing for more flexible social and professional interactions.

2. Virtual Education and Remote Work: VR classrooms, online conferences, and collaborative virtual offices provide innovative ways to learn and work without geographical limitations.

3. Creativity and Entrepreneurship: Digital platforms in the Metaverse offer spaces for creative expression, virtual product sales, and entrepreneurial ventures.

Case Studies:

During the COVID-19 pandemic, VR classrooms were used by thousands of students worldwide, enabling interactive and immersive learning experiences.

Virtual job meetings and conferences replaced many in-person events, reducing travel costs and environmental impact.

Social gaming communities, such as Roblox and Fortnite, became central hubs for youth socialization.

Negative Impacts of the Metaverse

1. Reduced Real-Life Social Interaction: Prolonged engagement in virtual environments can diminish face-to-face communication skills and real-world social connections.

2. Addiction Risk: Excessive virtual engagement may result in compulsive behavior, where individuals prioritize online experiences over real-world responsibilities.

3. Psychological Effects: Studies indicate that prolonged VR use can contribute to anxiety, stress, and depression.

4. Decline in Practical Skills: Over-reliance on virtual environments may reduce problem-solving abilities and practical life skills.

Example: Adolescents spending more than six hours daily in Metaverse platforms showed lower social empathy and reported increased loneliness compared to peers engaging primarily in real-life activities.

Discussion

The Metaverse provides a dual-edged impact: while offering unprecedented opportunities for connection, creativity, and education, it simultaneously presents social and psychological challenges.

Interpretation of Results

The integration of virtual and real-life experiences can enhance human capabilities but also risks creating dependency on digital spaces. Younger generations, in particular, may prioritize virtual interactions over real-world relationships, potentially affecting emotional intelligence and social development.

Policy and Practical Implications

Digital Literacy Programs: Educators and parents should encourage responsible and balanced digital engagement.

Digital Detox: Scheduled breaks from virtual environments can improve mental health and real-life social skills.

Monitoring Engagement: Tracking time spent in Metaverse platforms can prevent excessive dependency.

Comparison with Previous Studies

The findings align with existing research indicating that VR and AR offer significant educational and professional benefits but may compromise social skills and emotional well-being if not properly managed.

Future Research Directions

Long-term psychological effects of heavy Metaverse engagement

Strategies for harmonizing virtual and real-life experiences

Potential policy frameworks for safe virtual space usage

Conclusion

The Metaverse represents a transformative frontier in digital interaction. It offers opportunities for communication, learning, and creativity that were previously unimaginable. However, the line between virtual and real life is becoming increasingly blurred, raising concerns about social skills, mental health, and over-dependence on digital experiences. Achieving balance through education, personal discipline, and responsible policy is crucial to maximize benefits while mitigating risks. The future of human interaction will likely depend on how effectively individuals and societies integrate the Metaverse with real-world experiences.

References

1. Bell, J. (2023). Virtual Worlds and Human Interaction. Tech Journal, 12(3), 45–59.

2. Meta Platforms. (2022). Metaverse Roadmap. Meta Reports.

3. Smith, R., & Lee, A. (2021). Psychological Effects of VR. Journal of Digital Psychology, 8(2), 101–118.

4. Johnson, K. (2020). Augmented Reality in Education. Education Tech Review, 5(4), 32–50.

5. Brown, T. (2022). Social Skills in Digital Environments. Social Science Quarterly, 14(1), 15–29.

6. Roberts, P., & Nguyen, L. (2021). Addiction in Virtual Worlds. Journal of Behavioral Studies, 10(3), 88–104.

7. Miller, S. (2020). Balancing Real and Virtual Life. Digital Ethics Review, 6(2), 55–70.

Zamira Moldiyeva Bahodirovna was born on May 14, 2006, in Zomin district, Jizzakh region. From 2013 to 2024, she studied at School No. 47 named after Khayrulla Akhmedov in Zomin district. During her school years, a collection of poems written together with amateur young poets was published under the title “Qaldirg‘ochlar” (“Swallows”).

Currently, she is a second-year student at the Uzbekistan State World Languages University, Faculty of English Philology. She is the founder of the “Aleksandr Faynberg Heritage” Club and a coordinator at the clubs “Qizlarjon,” “Students Union,” and “Leader Qizlar.” She is also an active member of the sports club and a player of the “Aurora” volleyball team, as well as the winner of numerous competitions.

She actively participates in projects such as “English Quest: Freshmen Edition,” “EmpowerHer: Republican Forum of Young Women Leaders,” and “Eco Marathon.” She is an official member of the “Intellectual Youth” team. She holds the certificate “Quiz Competition on World AIDS Day with Certificate 2023” along with several other international certificates. She has participated in various conferences and is the author of several articles.

Dysfunctional Family: Causes, Consequences, and Psychological Analysis

Termez State University

Psychology Department

2nd-year student: Marjona Eshmatova

Annotation: This article analyzes the concept of a dysfunctional family, the factors contributing to its formation, and the psychological problems that arise in such families. A dysfunctional family is defined as a family system in which emotional communication, mutual understanding, and support among members are insufficient, and conflicts are regularly observed. The study highlights the influence of social, economic, and psychological factors on the formation of such families. Furthermore, it examines the consequences of growing up in a dysfunctional family for children, including their mental state, interpersonal relationships, and social adaptation. The article also proposes ways to address the problems of dysfunctional families based on psychological approaches.

Keywords: dysfunctional family, psychological environment, emotional deprivation, conflicts, child psychology, family problems

Abstract: This article examines the concept of a dysfunctional family, the factors that contribute to its emergence, and the psychological consequences observed in such families. A dysfunctional family is characterized by insufficient emotional bonds, mutual understanding, and support among members, alongside frequent conflicts. The research highlights social, economic, and psychological factors that influence the formation of these families. It also analyzes the effects on children raised in such environments, including their mental health, interpersonal skills, and social adaptation. Additionally, the article suggests psychological strategies for addressing the problems inherent in dysfunctional families.

Keywords: dysfunctional family, psychological environment, emotional deprivation, conflicts, child psychology, family problems

Introduction

A dysfunctional family refers to a family that fails to fulfill its essential functions and does not provide a healthy psychological environment for its members. In such families, love, understanding, support, mutual trust, and respect are often insufficient. Consequently, conflicts, violence, neglect, psychological pressure, and cold relationships frequently arise. Dysfunctional families may appear normal externally but internally suffer from emotional, psychological, and communicational problems. Children raised in such environments often crave attention, affection, and approval. They tend to develop low self-esteem, lack trust in others, and often replicate similar patterns of dysfunction in their own lives.

The emergence of dysfunctional families is influenced by several factors. Psychological factors include the internal state of family members, their personal issues, and childhood traumas. Stress and nervous tension, socio-economic difficulties, and inappropriate parenting styles all contribute. Dysfunctional families result from a combination of psychological, social, and familial factors. Where warmth, communication, and mutual respect are absent, dysfunction is likely to emerge.

Consequences of Dysfunctional Families

The impact of growing up in a dysfunctional family is profound, affecting both children and parents. For children, consequences include low self-esteem, fear and anxiety, emotional coldness, difficulty in social adaptation, and aggressive or passive behavior. For parents, consequences include emotional exhaustion, insecurity as caregivers, social isolation, psychological trauma, and physical health problems. Long-term dysfunction can render the family emotionally void, despite the formal existence of relationships.

Perspectives of Scholars

Virginia Satir: Dysfunctional families lack healthy communication, emotional expression, and trust. Unexpressed emotions increase internal pressure, destabilizing the family system.

Murray Bowen: The family is a single system; one member’s stress affects the entire system.

Sigmund Freud: Dysfunctional families often stem from unresolved parental childhood traumas unconsciously transmitted to children.

Nafosat Zikirova (Uzbek scholar): Dysfunctional families in Uzbekistan are influenced by social pressure, unemployment, and moral decline; psychological counseling and positive psychology are recommended.

Nodira Latipova: Violence and neglect are the most dangerous forms of dysfunction, affecting children’s trust and social integration.

Prevention of Dysfunctional Families

Preventing dysfunction strengthens both individual well-being and societal stability. Strategies include increasing psychological literacy, promoting healthy communication, developing counseling and therapy systems, preparing youth for marriage, and promoting healthy societal values. Prevention requires ongoing efforts to build emotional health, communication skills, and empathy among all family members.

References

1. Satir V. The New Peoplemaking. Palo Alto: Science and Behavior Books, 1988.

2. Bowen M. Family Therapy in Clinical Practice. New York: Jason Aronson, 1978.

3. Freud S. Civilization and Its Discontents. London: Hogarth Press, 1930.

4. Latipova N., Ganieva M. Family Violence in Modern Uzbekistan. // International Journal of Psychosocial Rehabilitation, 2021.

5. Zikirova N. Actual problems of developing the field of “Positive Psychology: Family Consultation and Coaching” in Uzbekistan. // Academic Leadership Journal, 2022.

6. Gaipnazarov R., Zarpullayev K. Psychological basis of negative relationships between parents and their children in Uzbekistan families. // InLibrary.uz, 2023.

Marjona Eshmatova, born in 2006, in Sherobod District, Surkhandarya Region. She is a 2nd-year student at Termez State University.

Fake Life Behind the Numbers

Social media was originally created to connect people, share ideas, and unite the world. However, today it has become a powerful platform that significantly affects human psychology. Every day, millions of people showcase the most beautiful moments of their lives online, while others compare these “perfect” scenes to their own lives, quietly feeling inadequate.

According to global statistics, there are 5.24 billion social media users, who spend an average of 2 hours and 21 minutes per day on these platforms. Over the course of a year, this amounts to almost 34 days—essentially dedicating a month of life to virtual existence. The most concerning part is that a large portion of this time often pulls people into a spiral of self-doubt, envy, and loneliness.

In recent years, these negative consequences have become evident through numerous real-life examples. For instance, the famous blogger Anastasiya Tropitsel frequently showcased a luxurious lifestyle, travel, and expensive cars, attracting admiration from millions of young followers. Yet in 2020, she tragically passed away in Bali. Later reports revealed that Anastasiya had long struggled with depression but concealed her struggles to maintain the “happy persona” online. This tragedy exposed the psychological pain hidden behind the virtual life.

At its core, this problem stems from natural human needs—the desire for recognition, attention, and validation. Social media amplifies this feeling, turning it into a system measured by “likes.” People begin to evaluate themselves by numbers: more views, more comments, more followers—almost as if their value depends solely on these metrics. Consequently, genuine emotions, sincerity, and inner peace diminish, replaced by artificial standards of life.

The solution begins with changing one’s mindset. First, it is crucial to develop a culture of healthy boundaries with social media. This does not mean abandoning it entirely, but using it purposefully and in moderation. Everyone should learn to compare themselves not to others online, but to their past selves. Additionally, educational institutions should introduce lessons on digital literacy and information awareness, while promoting mental well-being and self-esteem among young people.

Social media connects us to the world, but it often distances us from ourselves. We live amidst hundreds of photos, videos, and “perfect” lives every day, yet the most important thing—inner peace—seems increasingly lost. I have realized that true happiness does not lie in “likes,” but in sincere conversations, genuine emotions, and moments spent with loved ones.

Life is given to be lived, not to be shown. Therefore, we should focus less on the fake brilliance behind screens and more on our real lives. Only then can a person preserve their true self, and only then does life truly gain meaning.

NARZULLOYEVA MUNISA BAKHROMOVNA was born on August 13th, 2006, in Surxandarya region, Sariasia district of the Republic of Uzbekistan. She is currently studying in her second year at the Faculty of Journalism. She has accomplished a lot of achievements. For instance: her articles were published in Germany’s “Raven Cage” and Kenya’s “Mt. Kenya Times” international magazines. Additionally, her articles were published twice on the official website of “Synchronized Chaos” and have been indexed on Google. Also, she is a member of the “All India Council of Technical Skill Development” and a member of “Global Education Ambassador”.

The Compassion of Kindmouse

Once upon a time, in a faraway land, in a lush green valley at the foot of the Great Mountain, there lived a tiny but very kind little mouse named Kindmouse.

Kindmouse was a caring and affectionate creature who always cherished his friends. Every morning, upon waking, he would greet his neighbors first – the Butterfly, the Frog, the Swallow, and even the Fox.

One day, a severe drought struck the valley. Trees turned yellow, and rivers began to dry up. The animals suffered greatly from thirst. However, Kindmouse had prepared a little water and food in his tiny burrow during the winter.

The Swallow flew over and said, “Oh Kindmouse, my baby is hungry. Could I have a little wheat?”

Without hesitation, Kindmouse shared some of his wheat.

Then the Fox arrived, speaking untruthfully, “I am looking for water for my sick mother. Don’t you need help?”

Even though Kindmouse knew that the Fox had deceived his friends before, he still gave him some water. For Kindmouse believed:

> “When you do good, even if it does not return to you, your heart shines.”

Days passed. One day, dark clouds covered the sky, and finally, rain poured down! Rivers refilled, and the land turned green once more.

The animals were overjoyed and decided to celebrate Kindmouse with a grand festival!

On the day of the celebration, the Swallow gifted him a small vest stitched with gold, and the Butterfly gave him a crown made of flowers. Even the Fox came to apologize, saying, “Now I truly appreciate your friendship.”

From that day on, all the animals in the valley became loving and caring toward one another. They began to celebrate the day it rained every year as “The Day of Kindmouse’s Compassion.”

Abdusaidova Jasmina was born on July 20, 2011, in G‘allaorol district, Jizzakh region. She is the winner of district and regional stages of the competitions “Young Reader”, “Mushoira”, and “Green Light”. Her creative works have been featured in several newspapers and journals, including “Gulxan”, “Tong Yulduzi”, and “G‘allaorol Ovozi”. Additionally, her works have been published in international media such as “Diaspora Times Global” (foreign), “Kenya Times” (Africa), “Synchronized Chaos” (USA), and “Gazeta Destinacioni” (Albania). She is a member of the “Qaqnus” Creative Club.

DEVELOPING COGNITIVE ACTIVITY IN PRESCHOOL CHILDREN THROUGH DIGITAL EDUCATIONAL TOOLS

Choriyeva Xurmo Panji qizi

Termiz State Pedagogical Institute

Faculty of Preschool and Primary Education

Department of Preschool Education

Preschool Education Major, 2nd Year, Group 204

Student

Abstract: This article explores the role of digital educational tools in enhancing cognitive activity among preschool children. It highlights how interactive technologies, multimedia resources, and digital games can stimulate curiosity, problem-solving skills, and logical thinking in early childhood education. The study emphasizes that integrating digital tools into preschool curricula helps create a more engaging and effective learning environment. Additionally, the psychological and pedagogical aspects of using technology with young learners are analyzed. The paper concludes that a balanced use of digital resources can significantly contribute to children’s cognitive, emotional, and creative development.

Keywords: digital education, preschool children, cognitive development, interactive learning, information technology, innovative pedagogy, early childhood education.

In the modern educational landscape, the integration of digital technologies has become a key factor in improving the quality of teaching and learning processes. Preschool education, as the foundation of lifelong learning, plays a crucial role in the formation of children’s cognitive, emotional, and social competencies. Therefore, the use of digital educational tools in preschool settings is gaining increasing attention among educators and researchers.

Cognitive development in early childhood is a dynamic process that involves perception, attention, memory, imagination, and logical reasoning. Digital tools such as interactive games, animated educational programs, and multimedia applications can effectively support this process by creating an engaging and multisensory learning environment. Through visual and auditory stimuli, children are encouraged to explore, experiment, and make independent discoveries, which strengthens their cognitive abilities and motivation to learn.

However, it is important to ensure that the implementation of digital education in preschool institutions is pedagogically justified and developmentally appropriate. Teachers should not merely replace traditional activities with digital ones but use technology as a means to enhance creativity, cooperation, and problem-solving. Properly designed digital resources help preschoolers build foundational skills for future learning, while also maintaining the balance between screen-based and hands-on activities.

The aim of this study is to examine the pedagogical significance of digital educational tools in developing cognitive activity among preschool children, to identify effective methods of their application, and to analyze the potential benefits and challenges of digitalization in early childhood education.

The integration of digital educational tools into preschool education has transformed the way young children learn, think, and interact with their environment. In early childhood, cognitive development is one of the most significant aspects of overall growth, as it determines a child’s ability to understand, reason, remember, and solve problems. The use of digital technologies such as interactive games, multimedia lessons, and virtual simulations offers new opportunities to stimulate these mental processes in more engaging and effective ways. When properly designed and implemented, digital education not only attracts children’s attention but also strengthens their logical thinking, imagination, and independent learning skills.

Preschool children naturally have a high level of curiosity and a strong desire to explore the world around them. Digital learning environments can channel this curiosity into constructive educational experiences. For example, interactive applications that allow children to experiment with colors, shapes, sounds, and movement promote active participation and self-expression. Educational cartoons and multimedia presentations provide visual support that enhances perception and memory retention. Through such experiences, children learn not only to recognize objects or perform simple tasks but also to connect ideas, make predictions, and draw conclusions based on what they observe.

Another important aspect of using digital educational tools is the development of problem-solving and critical-thinking abilities. Many educational games are designed around challenges that require children to think strategically, identify patterns, and find creative solutions. When a child interacts with such a game, they are not simply entertained; they engage in a process of analysis and decision-making that strengthens neural connections related to reasoning. Moreover, the instant feedback provided by digital tools helps children understand their mistakes and correct them immediately, fostering a sense of self-evaluation and perseverance.

At the same time, digital technologies support differentiated learning by allowing each child to progress at their own pace. In a traditional classroom, it is often difficult for teachers to adapt to every child’s individual learning needs. Digital platforms, however, can offer tasks of varying complexity, ensuring that children who grasp concepts quickly are challenged appropriately, while those who need more time receive additional support. This flexibility helps reduce frustration and builds confidence in learning, both of which are crucial for healthy cognitive development.

Pedagogically, the role of the teacher remains central in guiding digital learning experiences. Technology should not replace the educator but rather serve as a tool to enrich teaching methods. The teacher’s task is to select age-appropriate content, organize learning activities that balance digital and physical interaction, and provide emotional support to maintain motivation. For instance, a teacher might combine an interactive alphabet app with a traditional storytelling session, allowing children to connect digital symbols with real-world experiences. In this way, technology becomes a bridge between abstract knowledge and tangible understanding.

However, the use of digital tools in preschool education must also consider the psychological and developmental characteristics of young children. Their attention span is short, and excessive exposure to screens may lead to fatigue or overstimulation. Therefore, digital sessions should be limited in duration and integrated with hands-on, sensory, and outdoor activities. Research suggests that the most effective digital learning experiences occur when they are combined with social interaction and creative play. Group activities using digital boards, for example, encourage teamwork and communication, while still fostering cognitive engagement.

The aesthetic and emotional aspects of digital education also contribute significantly to children’s development. Interactive animations, colors, sounds, and characters can evoke emotions that deepen learning experiences. When children feel joy, curiosity, or surprise, their brains are more receptive to new information. This emotional engagement is vital in preschool years, as it lays the foundation for lifelong motivation to learn. Digital storytelling tools, in particular, have proven effective in stimulating imagination and empathy by allowing children to participate in narrative creation and visualization.

From a methodological perspective, digital learning tools enable teachers to apply constructivist and activity-based approaches more effectively. In constructivist learning, children actively build their knowledge through exploration rather than passively receiving information. Digital environments, with their interactive features and immediate feedback, perfectly align with this approach. For example, when a child uses an app to build virtual structures or simulate natural phenomena, they are not just memorizing facts but engaging in discovery and experimentation. Such experiences enhance cognitive flexibility and conceptual understanding.

Moreover, digital education supports the development of metacognitive skills in preschool children — the ability to think about one’s own thinking. Although this ability is still emerging at an early age, digital activities that involve reflection, repetition, and feedback can strengthen it. For instance, after completing a digital puzzle, a child might review the steps they took and recognize which strategies worked best. This awareness fosters self-regulation and independent learning, essential components of cognitive maturity.

The implementation of digital tools in preschool settings also encourages collaboration between teachers, parents, and technology developers. Parents can participate in their children’s learning by using similar educational applications at home, ensuring continuity between school and family environments. When parents and teachers communicate about the child’s progress in digital activities, it enhances understanding of the child’s strengths and challenges. Furthermore, developers can design culturally relevant and pedagogically sound content tailored to local educational needs, thereby improving the overall quality of preschool digital education.

Nevertheless, it is crucial to maintain balance and avoid overreliance on technology. Cognitive development in preschool years depends not only on intellectual stimulation but also on physical, emotional, and social experiences. Therefore, digital learning should complement — not replace — traditional forms of play, communication, and creativity. The best results are achieved when digital tools are integrated thoughtfully into a holistic educational process that values interaction, exploration, and imagination.

In conclusion, digital educational tools have become powerful resources for stimulating cognitive activity among preschool children. When applied responsibly, they provide rich opportunities for children to explore, experiment, and think critically. By engaging multiple senses and offering interactive experiences, digital learning helps children develop memory, reasoning, and problem-solving abilities from an early age. The key to success lies in balanced, age-appropriate implementation guided by skilled educators who understand both the potential and the limitations of technology. Through such integration, preschool education can evolve into a dynamic system that nurtures curiosity, creativity, and lifelong learning.

The use of digital educational tools in preschool education represents a significant step toward modernizing and enriching early childhood learning. By integrating interactive technologies into the teaching process, educators can stimulate the development of children’s cognitive functions such as perception, attention, memory, reasoning, and imagination. Digital tools—when thoughtfully selected and pedagogically justified—help create multisensory experiences that make learning enjoyable, meaningful, and effective.

The study demonstrates that digital technologies encourage active participation, independence, and curiosity in preschoolers, which are essential factors for intellectual growth. Interactive media, educational games, and virtual simulations not only attract children’s attention but also teach them to solve problems, make decisions, and evaluate outcomes. Moreover, the use of technology promotes individualized learning paths, allowing each child to progress according to their developmental pace and interests.

At the same time, balance remains a crucial principle in digital education. Preschool children must not be exposed to excessive screen time, and digital sessions should always be complemented by creative, physical, and social activities. Teachers play a key role in mediating the use of technology, guiding children’s interactions with digital tools, and ensuring that emotional and moral values are maintained throughout the process.

Ultimately, digital education should serve as an effective pedagogical instrument, not as an end in itself. When used responsibly, it strengthens the connection between play and learning, fosters imagination, and equips children with foundational cognitive and creative skills necessary for future academic success. The thoughtful integration of digital tools in preschool institutions will thus contribute to forming a generation of learners who are curious, motivated, and capable of critical and creative thinking.

References

Plowman, L., McPake, J., & Stephen, C. (2010). The Technologisation of Childhood? Young Children and Technology in the Home. Children & Society, 24(1), 63–74.

Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting Information and Communication Technology in the Early Years. Open University Press.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Alper, M., & Herr-Stephenson, R. (2013). Connecting Online and Offline Play: Imagining the Future of Digital Learning for Preschoolers. Journal of Early Childhood Literacy, 13(2), 197–220.

Yelland, N. (2018). Young Children as Critical Thinkers: Technology in Early Childhood Education. Routledge.

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New Directions for Early Literacy in a Digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289–310.

Neumann, M. M., & Neumann, D. L. (2014). Touch Screen Tablets and Emergent Literacy of Preschoolers. Australian Journal of Education, 58(2), 109–122.

Burnett, C. (2010). Technology and Literacy in Early Childhood Educational Settings: A Review of Research. Journal of Early Childhood Literacy, 10(3), 247–270.

Donohue, C. (Ed.). (2015). Technology and Digital Media in the Early Years: Tools for Teaching and Learning. Routledge.

Marsh, J., & Bishop, J. (2014). Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day. Open University Press.

The High Value of the New Uzbekistan: The Global Ascent of Uzbek Women in Art and Beyond

Uzbekistan today stands at a decisive stage in its historical development — a period marked by rapid transformation, renewal, and the elevation of human dignity as a national priority. Within this dynamic process, women of Uzbekistan have become the defining force shaping the most inspiring chapters of the nation’s progress. They are not only the pillars of families and communities but also the driving agents of innovation, knowledge, and creativity. Through their remarkable achievements in science, technology, economy, culture, and sports, Uzbek women are capturing the attention of the world.

The status of women in Uzbekistan today goes far beyond symbolic respect. It is reinforced through tangible policies and initiatives that promote gender equality, remove structural barriers, and create strong platforms for personal and professional growth. This article explores the key directions of this rapid evolution, focusing on the mechanisms that empower women and the extraordinary accomplishments that have gained international recognition. Uzbek women are defining a new trend — one where intelligence, perseverance, and creativity merge to shape a globally admired identity.

The cornerstone of Uzbek women’s success lies in education. The country has made significant strides in ensuring that girls receive quality education and are encouraged to pursue modern and in-demand professions. In recent years, admission quotas for higher education have increased substantially, alongside the introduction of special grants and scholarships for female students. As a result, women now constitute more than half of all university students — a figure that symbolizes not merely numerical progress but a long-term investment in the nation’s intellectual capital.

Beyond traditional fields, young Uzbek women are making impressive strides in STEM — Science, Technology, Engineering, and Mathematics. They are entering disciplines such as IT, artificial intelligence, robotics, and engineering, supported by newly established IT parks and specialized training centers across the regions. Many of these women have earned recognition at international competitions and conferences, reinforcing Uzbekistan’s growing presence on the global technological map.

The rising number of women earning Doctor of Philosophy (PhD) and Doctor of Science (DSc) degrees also signifies a powerful intellectual awakening. Uzbek female researchers are contributing meaningful innovations across fields like ecology, medicine, economics, and the humanities. Their discoveries enhance not only national academic prestige but also global scientific collaboration.

Economic independence and entrepreneurial spirit represent another defining dimension of Uzbek women’s global ascent. The government’s ongoing support for female entrepreneurship — through grants, preferential loans, and training programs — has enabled thousands of women to start their own businesses and achieve financial autonomy. Over the past few years, the number of women entrepreneurs in Uzbekistan has nearly doubled, with their enterprises thriving in both traditional and emerging sectors.

Female-led businesses are now reaching international markets, proudly showcasing the “Made in Uzbekistan” label. From textile production to handicrafts, from food industries to technology-driven services, Uzbek women are redefining the standards of excellence and creativity. Their achievements are not only contributing to economic growth but also shaping a more inclusive and sustainable model of national development.

Uzbek women are also becoming global ambassadors of culture and art. Designers, performers, dancers, and visual artists from Uzbekistan are earning recognition at international festivals, exhibitions, and creative platforms. They skillfully blend national traditions with modern aesthetics, giving a fresh and distinctive identity to Uzbek art on the world stage.

In sports, Uzbek female athletes continue to bring pride to the nation by winning gold, silver, and bronze medals at the Olympic Games, World Championships, and Asian tournaments. Their accomplishments in boxing, judo, weightlifting, and rhythmic gymnastics are powerful symbols of resilience, confidence, and determination. These victories serve as a source of inspiration for the younger generation, particularly for young girls who now believe that their dreams have no boundaries.

In conclusion, the women of Uzbekistan today embody intelligence, creativity, and perseverance that transcend national borders. Their dynamic participation in education, science, entrepreneurship, culture, and sports exemplifies the nation’s human-centered development strategy and its commitment to equality and empowerment. Every achievement of an Uzbek woman represents a collective triumph — a reflection of a society that believes in the power of opportunity and the worth of every individual. Uzbek women are not only shaping the New Uzbekistan but also redefining what it means to be successful in the modern world. Through their strength and creativity, they are giving birth to a new form of art — the art of ambition, progress, and excellence — a legacy that will inspire generations to come.

Mashhura Ochilova was born on August 14, 2001, in Sherobod district, Surxondaryo region, Uzbekistan.

She is a graduate of the Faculty of Philology at Samarkand State Institute of Foreign Languages, majoring in Korean and English philology.

Mashhura is an educator of Korean and English languages and a regional-stage participant of the prestigious Zulfiya State Prize competition.

She is the author of more than twenty international scholarly articles and has actively participated in academic presentations and conferences held in countries such as Qatar, Egypt, Turkey, Azerbaijan, and the United States. Her research papers have been translated into English and Turkish and published in international journals indexed on the Google Scholar platform.

Fluent in Korean and English, and proficient in Russian and Turkish, she demonstrates strong multilingual competence. Currently, she serves as the Director of the Yumyong Academy Online Learning Center, where she teaches nearly 200 students in Korean and English languages, contributing to cross-cultural education and linguistic development.

The Enigies of Benin,

The Enogie of Evboesi,

Ogiefo Festus, That First of His Name.

Koh, Baba. Lamogun.

Plain how those sons crashed!

Against Elegbe?!!! How they crashed…

They can not know they can not

Do how they crashed. Ah, crash!

In the tele-vision they crashed,

And for change, and it occurs —

It harries without a tinge abode

Catered to fear, to any endear

Which may seal the fate of man

And wring him upon shores spelt

About momentums and securities,

Magnanimities however still

As cold steel watches and waits

To the coming seasons uncease

Slashing down the tomfoolery

To upraise the forest voices

Unanimously, unctuous, uncouth

As that crash! The heart beats

And the voice hears vodoo spells

Wailing to repel and return in form

The ruckus trucking the sacred,

That capital that’s chopping herds

And droves to sacrilege thereat

Wisdom wills umpteenth, wars

With eyes and animus minstrels

Sung at the bottom line,

Sung far as sands obliterate

The waters to form the continents —

Which holds the planets if not

The sacred fields of order

Wherein magnetism morphs

Polymorphic gravity — heat, light;

Co-planar forces forcing the hand

To hope to touch the feet

And wear a feat of hope from

The sundials trolling misery.

It can not be said unsaid,

As is the modicum of tantamount

Tunes thinning the tireless herd,

That its self spits fire and roars —

That bull that bullish, scrapes off

Tarrifs and sprouts plantations,

That bows to win ineluctably,

That modifies geographies at once

Inspired out of those telemetries.

Hearts ease. The Gods recommend

From the heights of Pergammus

With wine and rest and visual

Ventricles stretched about arouse,

Stun stings stint stow strength.