The Role of Conceptual Metaphors in Cross-Cultural Communication: A Cognitive Linguistic Perspective

Abdijabborova Sabrina

Uzbekistan State World Languages University

English First Faculty

Abstract: This paper examines the crucial role of conceptual metaphors in facilitating or hindering cross-cultural communication, through the lens of cognitive linguistics. Conceptual metaphors are not merely stylistic devices, but fundamental cognitive tools that shape how individuals understand abstract phenomena such as time, emotion, and life. Each culture develops unique metaphorical frameworks influenced by historical experience, environmental interaction, and socio-cultural norms. By comparing English and Uzbek metaphorical expressions, this study reveals how divergent cultural backgrounds give rise to distinct conceptualizations of the world. For instance, where English may conceptualize time as a resource (“Time is money”), Uzbek might present it as a natural force (“Time is a river”). Misunderstanding these metaphorical constructs can result in miscommunication, especially in intercultural dialogue, translation, and international relations. The findings stress the necessity of incorporating metaphor awareness into language education and translation studies. Understanding metaphorical mappings enables more accurate translation, deeper cultural understanding, and more effective global communication. This interdisciplinary approach contributes to both theoretical linguistics and practical language teaching strategies.

Keywords: conceptual metaphor, cognitive linguistics, cross-cultural communication, metaphorical mapping, linguistic relativity.

In an increasingly globalized world, effective communication across languages and cultures is more important than ever. However, language is not merely a neutral tool for communication—it is deeply rooted in culture and cognition. One of the most revealing aspects of this relationship is the use of conceptual metaphors, which allow speakers to understand abstract concepts through more familiar, concrete experiences. As posited by Lakoff and Johnson (1980), metaphors are not decorative linguistic elements but central to human thought processes.

Despite the universality of some metaphorical themes, the way metaphors are structured and understood varies significantly across cultures. This can lead to misunderstanding in cross-cultural interactions, especially when metaphorical expressions are interpreted literally or translated without cultural sensitivity. Understanding how conceptual metaphors function in different languages—such as English and Uzbek—can help reveal the cognitive and cultural models underlying each language community.

This paper aims to explore the cognitive and cultural dimensions of conceptual metaphors, focusing on their role in shaping intercultural communication, translation accuracy, and language education practices.

Cognitive linguistics views language as an integral part of human cognition rather than an autonomous system. Within this framework, conceptual metaphor theory (CMT) has emerged as one of the most influential models explaining how abstract concepts are understood via concrete, embodied experiences. The seminal work of George Lakoff and Mark Johnson (1980) revealed that human thought is fundamentally metaphorical. According to their theory, individuals use source domains (often physical and concrete) to conceptualize target domains (usually abstract and intangible).

Take, for example, the metaphor “LIFE IS A JOURNEY.” This mapping allows us to talk about life in terms of paths, obstacles, goals, and companions—concepts derived from physical travel. Expressions such as “He’s at a crossroads in life” or “She’s going down the wrong path” illustrate how deeply ingrained this metaphor is in English-speaking cultures. Such metaphors are not arbitrary; they are grounded in bodily experiences and shared cultural knowledge.

Importantly, while the cognitive structures that give rise to metaphors may have universal roots—such as physical orientation or spatial awareness—their linguistic realizations often vary significantly across languages due to cultural differences. For instance, in Uzbek, the metaphor “Yuragi tor edi” (literally “His heart was narrow”) conveys the idea of someone being emotionally closed or selfish. While English may use the metaphor “cold-hearted” or “stone-hearted” for similar meanings, the imagery differs, reflecting distinct cultural conceptions of emotion.

Moreover, conceptual metaphors serve not only communicative functions but also cognitive and affective ones. They help us structure time, morality, emotion, and social relationships. They influence reasoning, memory, and perception. Therefore, understanding how different languages utilize metaphorical mappings is essential for grasping how their speakers conceptualize the world. CMT thus offers a powerful explanatory tool for exploring the interface between language, thought, and culture. One of the central insights of cognitive linguistics is that while human beings may share similar cognitive processes, the cultural environments in which they grow up significantly shape how these processes manifest linguistically. Conceptual metaphors are deeply embedded in cultural narratives and worldviews, making them highly susceptible to linguistic relativity—the idea that language influences thought (Whorf, 1956). For instance, in Western cultures, metaphors related to competition, war, and business dominate public discourse. Expressions like “He’s crushing the competition” or “Let’s target the market” reflect a metaphorical worldview influenced by capitalism and individualism. In contrast, metaphorical expressions in Uzbek culture often emphasize harmony, collectivism, and nature. Phrases such as “Ko‘ngli qushdek uchdi” (His heart flew like a bird) or “Sabr daraxti meva beradi” (The tree of patience bears fruit) reflect values rooted in patience, humility, and interconnectedness with nature.

These differences are not merely aesthetic—they represent distinct ontological metaphors and value systems that influence how individuals interpret events, emotions, and relationships. For example, time metaphors differ significantly across cultures: English often treats time as a commodity (“save time,” “waste time”), whereas many non-Western cultures—including Uzbek—may view time as cyclical or natural (“vaqt daryo” – time is a river). Such metaphors shape punctuality norms, scheduling preferences, and even perceptions of life stages.

Linguistic relativity becomes especially relevant when metaphors are used in political, religious, or emotional contexts. A metaphor that may sound neutral in one culture could be offensive or meaningless in another. For instance, metaphors involving pigs, dogs, or certain colors carry radically different symbolic meanings across cultures, underscoring the importance of cultural sensitivity in metaphor interpretation.

Thus, studying conceptual metaphors from a cross-cultural perspective offers a valuable lens into how different societies encode and transmit collective experiences. It supports the view that language and culture are mutually constitutive, and that metaphors are cultural artifacts as much as cognitive tools.

The translation of metaphorical language is one of the most challenging aspects of intercultural communication. Unlike literal language, metaphors often carry implicit cultural assumptions, symbolic meanings, and cognitive associations that are not easily transferable from one language to another. As a result, literal translations of metaphors frequently lead to confusion, misinterpretation, or even offense. Professional translators must decide whether to preserve the metaphor by finding an equivalent metaphor in the target language, paraphrasing the meaning, or in some cases, omitting it entirely if no suitable counterpart exists. For instance, the English metaphor “breaking the ice” (to initiate conversation or reduce social tension) may be translated in Uzbek as “suhbatga ko‘prik qurish” (to build a bridge into conversation)—a different metaphor that carries a similar communicative function but reflects a different cultural image.

Failure to appropriately translate metaphors can have serious implications in fields such as diplomacy, literature, media, and marketing. Political speeches filled with war-related metaphors (“fight for justice,” “combat poverty”) may be misinterpreted or sound aggressive in cultures that value indirectness or pacifism. Likewise, product slogans based on metaphorical language may lose their persuasive power or become laughable when poorly translated.

In language education, metaphor is often neglected in favor of grammatical or lexical instruction. However, learners who are unaware of common metaphorical structures in the target language may struggle to grasp idiomatic expressions, understand humor, or read between the lines. Integrating metaphor awareness into curriculum design can greatly enhance learners’ pragmatic competence and intercultural sensitivity.

Ultimately, recognizing and respecting metaphorical differences is key to developing intercultural communicative competence. Translators, teachers, and learners must all navigate the space between linguistic fidelity and cultural adaptation—a task that requires both linguistic expertise and cultural empathy. The study of conceptual metaphors within a cognitive linguistic framework provides valuable insight into the deep interconnections between language, thought, and culture. As demonstrated throughout this paper, metaphors are not merely stylistic elements of language, but core cognitive mechanisms that shape how individuals across different cultures perceive and engage with the world. They structure abstract concepts such as time, emotion, morality, and social relationships by grounding them in embodied experiences.

By comparing English and Uzbek conceptual metaphors, it becomes evident that metaphorical thinking is both universal and culture-specific. While human beings may share basic cognitive tendencies—such as spatial orientation, bodily experience, or causality—the ways in which these experiences are metaphorically mapped onto abstract domains vary according to cultural norms, historical background, and social values. For instance, the English metaphor “Time is money” reflects an economic worldview, while the Uzbek metaphor “Vaqt daryo” (Time is a river) suggests a natural and cyclical conceptualization. These differences are not only linguistic but deeply conceptual, influencing behavior, priorities, and communication styles.

In the realm of cross-cultural communication, awareness of conceptual metaphor variation is essential. Metaphors often carry implicit meanings that, when misunderstood, can lead to confusion, misinterpretation, or even conflict. This is particularly significant in areas such as translation, diplomacy, education, media, and international collaboration, where communicative precision and cultural sensitivity are critical.

From a theoretical perspective, this research supports the growing body of work in cognitive linguistics that emphasizes the embodied and experiential basis of meaning. It affirms that studying metaphor is not only a matter of linguistic analysis but also a window into cultural cognition and human conceptual systems. Looking ahead, further interdisciplinary research is needed to explore metaphorical systems across a broader range of languages and cultural groups, particularly underrepresented or endangered languages. Additionally, future studies could investigate how digital communication, globalization, and media discourse influence the evolution and convergence of conceptual metaphors across societies.

In conclusion, conceptual metaphors are powerful tools that reflect and shape the way we think, speak, and relate to one another. Understanding them is not only beneficial for linguists and translators, but also essential for educators, policymakers, and anyone engaged in meaningful intercultural communication in today’s interconnected world.

References:

1. Deignan, A. (2005). Metaphor and corpus linguistics. John Benjamins Publishing.
2. Kövecses, Z. (2005). Metaphor in culture: Universality and variation. Cambridge University Press.
3. Kövecses, Z. (2010). Metaphor: A practical introduction (2nd ed.). Oxford University Press.
4. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.
5. Lakoff, G., & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor. University of Chicago Press.
6. Whorf, B. L. (1956). Language, thought, and reality: Selected writings of Benjamin Lee Whorf (J. B. Carroll, Ed.). MIT Press.
7. Gibbs, R. W. (1994). The poetics of mind: Figurative thought, language, and understanding. Cambridge University Press.
8. Barcelona, A. (Ed.). (2003). Metaphor and metonymy at the crossroads: A cognitive perspective. Mouton de Gruyter.
9. Yu, N. (1998). The contemporary theory of metaphor: A perspective from Chinese. John Benjamins Publishing.

My impression of George Orwell’s “Animal Farm”

 “The Animal Farm” is a satirical work in the fable genre, published in 1945 by the famous English writer George Orwell. The work is about how the animals on the farm drive away their owners and establish an animal dictatorship. In this, Orwell skillfully revealed the evolution of revolutionary principles. The famous French revolutionary Danton’s phrase “The revolution devours its children like the god of Saturn” is also reflected in the work. Orwell completed this work from November 1943 to February 1944.

 After reading George Orwell’s “Cattle Farm,” you can witness how he masterfully satirizes and sarcastically reveals the thirst for power, complex relationships, and social life based on lies. It creates the impression that these things are characteristics not only of humans but also of animals. But this is a very subtle metaphor that the author used to convey the problem to readers as clearly as possible, showing societies aimed at suppressing freedom of thought and speech through force and ideological mankurtization under the guise of “goodwill.” In this novel, the foundations of society are directly reflected in the lives of animals living on the farm. The human characteristics of these animals clearly show who is actually hidden behind the heroes.

 The plot is very unusual, it is distinguished not only by the development of events in the main characters – the animals and the livestock yard, but also by the relevance of the problems of society reflected by the author. The novel is about the relationship between the weak and the strong, the foolish and the clever. In fact, this is an allegorical demonstration of the dictatorial regimes that the author saw throughout his life.

 The internal political confrontation between humans and animals ends with the formation of a new ideal society based on the principles of equality. In the animal world, stratification occurs gradually, but its beginning manifests itself in the initial movements of pigs. Napoleon’s rise to power occurs naturally (the inhabitants of the farm have grown accustomed to his leadership) and by force (supported by the Nine Terrible Dogs). The political slogans being proclaimed (“Four legs are good, two are bad!”) were lies and propaganda, which were weapons for strengthening Napoleon’s position. The seven articles written on the warehouse wall are constantly changing and being adapted for managers. Everything that happens on the farm is changed in the opposite direction. In the minds of animals, it awakens a feeling of gratitude for the clarity of the sky and the peaceful coexistence, even if they live hungry. The story ends with the establishment of friendly relations with people and the complete assimilation of pigs, who first begin to walk on their feet, and then wear human clothing.

 The artistic images of the main characters have their own historical or generalized prototypes. The working horse named Boxer refers to the working class who see the only way to improve their lives through daily work. The more difficult the situation on the farm, the harder the horse works. The boxer trusts his comrade Napoleon.

 Old Donkey Benjamin – often remains silent, but occasionally tries to open the animals’ eyes to the government’s actions. It is this hero who understands the essence of what is happening in “The Animal Farm”: “They have never lived better or worse than this – hunger, excessive work, and deceived hopes, therefore, this is the unchanging law of life.”

 Thus, the political elite of animals gradually becomes inseparable from the elite of humans. And here is a transparent reminder of what role an ordinary member of society plays in the system. The novel “Cattle Farm” remains relevant today.

 This satirical work depicts the path to the creation of a totalitarian state. The author shows that even with the most vivid and correct idea, you can create a cruel and terrible truth. A story about how society turns into a herd. This applies to each of us. Everything is described in such a simple language that everyone can see it clearly. But if someone doesn’t want to see what’s happening outside their comfortable place, they won’t see it. Gradually, as the story progresses, everyone becomes equal, but some become more equal than others. Equal to the rest…

 Through the joint efforts of the animals, the man was driven out of the farm, and they plowed the field together. Although everyone was considered equal, the pigs were clearly separated from the start, but the other animals were stupid and blind, and he followed their instructions, believing that everyone became equal. Soon the pigs became their masters. The rest of the animals lifted the pigs onto the throne with their own hands and whipped them. We all know that this work is actually not about animals, but about people, about a herd of people.

Otabayeva Khusniya was born in 2004 in the Khanka district of the Khorezm region into an intellectual family. Currently, she is a 4th-year student in the Primary Education program at Urgench State Pedagogical Institute. She is a participant in several anthologies and almanacs, the author of more than 30 articles and 3 books, and a recipient of the state scholarship “Navoi.” She is a winner of several republican and international competitions, as well as an official member of international organizations, and holder of an international diploma, certificate, and medal. Her articles are regularly published in prestigious journals and newspapers of such countries as Germany, Italy, Poland, Turkey, Great Britain, and Argentina.

THE USE OF INNOVATIVE TECHNOLOGIES BY EDUCATORS IN THE TEACHING PROCESS

Abstract:
This article discusses the concept of innovative technologies, the use of novel educational tools by preschool educators, and the importance of employing ICT to improve the quality of education.

Keywords: education, innovation, technology, innovative approach, ICT, interactive method, play, didactic material

Today, we must remember that the profound transformations taking place in our society’s economic, social, political, and cultural spheres are closely connected with the education system—recognised as the main driver of intellectual development for our country’s future. As in other spheres, new methods, approaches, and technologies are being developed and implemented in education. One of the most effective tools in today’s educational system is innovative technologies. These tools enhance clarity, engagement, and retention of information for learners, leading to multiple positive outcomes. First, let us clarify: what do we mean by “innovation” and “innovative technologies”?

Innovation, as defined in the Uzbek National Encyclopedia, refers to:

1. Investment in resources to enable replacement of technological generations.
2. Scientific, technical, managerial, or organizational innovations based on advanced achievements and practices, applied across various fields.¹

According to V. A. Slastenin, innovation is a goal-oriented process aimed at creating, disseminating, and applying new methods that satisfy social needs and stimulate aspirations.²

Innovative technology combines “innovation”—meaning new ideas—and “technology”—derived from Greek roots “techne” (art, skill) and “logos” (science). It implies a new perspective on educational forms, methods, and approaches. In pedagogy, innovative technologies introduce novelty and transformation into teaching and educational activities.

When using innovative technologies, educators should possess:

• Knowledge and skills in ICT (Information and Communication Technologies);
• Awareness of new pedagogical technologies from global practices;
• Competence in applying interactive methods and engaging didactic games;
• Deep understanding of advanced pedagogical techniques;
• Ability to translate theoretical knowledge into practical skills;
• Capacity to use the internet effectively (where available);
• Ability to integrate active play in sessions;
• Commitment to lifelong professional development and staying updated with innovations.

An educator implementing innovative technologies may use tools like computers, projectors, electronic boards, and similar digital resources. The broader their use of such technologies, the richer and more diverse the content they can deliver. Educators can even design new technologies tailored to their subjects—innovation is not static but evolves through creativity and adaptation.

The primary aim of using these technologies is to foster shared engagement between the teacher and students, increase children’s motivation and interest, cultivate eagerness for learning, and develop practical skills for real-world application.

To achieve this, educators must be able to choose and integrate subject-appropriate ICT and didactic materials. Even compelling content can become uninteresting or ineffective if paired with inappropriate technology or delivery methods. The educator’s ability to wisely select interactive methods and communication tools plays a key role in effectiveness. Aligning teaching sequences with students’ needs, interests, and learning levels is essential for productive sessions. The more effectively the educator uses ICT, the higher the resulting impact.

Based on the above, we arrive at the following conclusions:

1. Innovative technologies serve as educational tools that elevate teaching effectiveness, enhance methodological practice, and engage learners in the educational journey.
2. The extent to which educators can deploy these technologies depends on their pedagogical proficiency and professional knowledge. Today’s educators must stay informed about updates and know how to use modern ICT tools to organize effective teaching processes.

References

1. Z. F. Sharopova, Educational Technologies, Tashkent: Navro‘z, 2019.
2. J. Saparbayev, Lecture Notes on Pedagogical Technologies, Nukus, 2010.
3. J. O. Tolipova, Pedagogical Technologies: A Factor in Creating a Friendly Environment, Tashkent: UNICEF, 2005.

Karimova Navbaxar Mahmudjanovna Born on March 25, 1984, in Gurlan district of Khorezm region, into a family of intellectuals. From 1990 to 1998, she studied at School No. 1 in Gurlan district. From 1998 to 2001, she continued her education at Gymnasium No. 6 in Gurlan, graduating with excellent marks. Between 2001 and 2003, she studied in the Nursing field at the Electro-Medical Technical School in the capital city, Tashkent, and successfully graduated with honors. From 2020 to 2025, she completed her bachelor’s degree in the field of Preschool Education at Urgench State University. Currently, she is working as an educator at Preschool Educational Institution No. 9, a multi-disciplinary specialized preschool institution under the National Agency for Social Protection under the President of the Republic of Uzbekistan, located in Gurlan district, Khorezm region. She is fluent in both Russian and Turkish.

• In 2023, she was awarded the badge of honor “Devoted Specialist of Her Profession”.
• In 2024, she was awarded the badge of honor “Top Scientific Researcher of the Year”.
• In 2025, she received the honorary badge “Excellence in Preschool and School Education”.

She is the author of the methodological guidebook “Inclusive Education in Preschool Institutions”.
Her published books include: “Towards My Goals”, “For You, Dear Child”, and “Discoverer Children”.

She has published numerous articles in international newspapers and journals.

Her article “STEAM Technologies in Preschool Institutions” was published in Turkey in the book titled “Leading Women and Girls of Uzbekistan”.

 My RESURRECTION  

              (Jesus shows me the way)

                       July 16th, 2025

Truly I say to you all: I have been Resurrected over the last year and half through all the medical issues. Truly, I was legally dead for six minutes doing open heart surgery a year or so earlier. My rapid heartbeats have sent me to the emergency room several times.

The many hospital stays. Finally, the rehab center at Solaris in Apopka Fla on 5-27-2025 till 6-13-2025 was a living nightmare.  Looking back over the last year and half I prayed with intensely to God this year and half. Praying, as I laid in bed. Praying day and into the wee hours of the morning. 

I had focus and purpose to seek God like in childhood in the inner-city. I was created to be with the Holy Father for all eternity on earth or Heaven. Now that I fully understand Jesus total obedience to the Lord. Now I am coming to understand more fully what it means to live in total obedience to Jesus as Lord. 

The walk to Calvary and Golgotha was at the place of the skull. The Cross was not only a symbol to wear, but rather a way of life taught by Jesus himself. Jesus taught me through my illness that I had to die to the physical world of man. 

Jesus taught illness to my understanding was to die to the physical world of man. Man has many desires to be the creator and that man’s selfish needs and wants and desires are opposed to God’s purpose for man. In my recent experiences, I came to understand God, Jesus Christ, and the true purpose of salvation and redemption for us all, starting with First, trust that God cares for you no matter what, simply because you are His child. A child must grow into a man. A man of God’s creation or a man of the world? Man’s world is a world of deception and greed and ultimately death.

This is not Jesus’ death, because he was Resurrected into spirit, joining God presence among the angels. When Jesus died, his death was for the sake of resurrection and to re-join God in the third heaven.

The Cross was my walk the last year and half.  Faith and trust and belief beyond your intentions to save yourself. I learned that you must have faith and trust beyond your intentions to save yourself. You will not save yourself but lose who you were created to be. Once knowing that Jesus lived beyond the physical death and was Resurrected to love and be one with the Father. Once you realize that Jesus lived beyond the physical death and was resurrected, you learn to love and to be one with the Father.

Beyond the symbol of the Cross to the reality that one must die to that which he loves. Jesus focused on His purpose to be crucified even through Jesus knew that he was to show us the path to the light of life and not the darkness of death. 

God offers life.

Man offers death. 

God offers love. 

Man offers hate.

God offers truth.

Man offers lies.

Jesus revealed God’s truth and showed man’s deceit. Jesus walks to Calvary showed man nature for cruelty to man. Nothing could be crueler than the Crucifixion.

What kind of evil had to reside in men to do this to anyone? All of man’s inhumanity was exposed on that walk to Calvary. How about the events leading to the walk with the Cross? The lies and false accusations and the use of these accusations to have a man (the Son of God) crucified. How many of us have experienced these moments?

However, there’s a way out of the darkness and Jesus shines that light in our hearts with God. 

Causes of negative atmospheric change and measures to prevent it

Abstract: This article extensively discusses the negative changes in the composition of the atmosphere, that is, the factors causing this change, measures to prevent this situation, reforms being implemented by international countries, the importance of air for humanity and all living beings that need to breathe, and the role and importance of global cooperation in preventing this situation.

Keywords: Atmosphere, air, oxygen, atmospheric air, life cycle, industrial enterprises, greenhouse gases, electric energy, green plants, carbon dioxide (CO2), global cooperation.

Introduction : In our rapidly evolving world, many things have changed since the beginning of time, including changes in the environment, changes in air quality, the rise of modern buildings, the proliferation of modern technologies, and other innovations. However, not every change is 100% safe and effective. They can sometimes affect individuals, communities, regions, and the entire human world in our daily lives. One of these changes is “Atmospheric pollution,” which is now a major global problem. The atmosphere (from ancient Greek: ἀτμός – atmos – vapor and σφαῖρα – sphere) is the air envelope surrounding the Earth and rotating with it. The mass of the atmosphere is 5.15-1015 tons, which is approximately one millionth of the weight of the Earth (5.977-1021 tons).

Air is a natural mixture of gases, mainly nitrogen and oxygen, that make up the Earth’s atmosphere. Under the influence of air and water, important geological processes occur on the Earth’s surface, weather and climate are formed. Air is a source of oxygen necessary for the survival of almost all living organisms (see: Aerobes, Breath). From the combustion of fuel in the air, people get their It has long been used to obtain the necessary heat for living and production needs. In the past, scientists considered air to be one of the elements that make up the basis of existence. The concept of air as an independent substance persisted until the end of the 18th century. Atmospheric air is a layer of air surrounding the Earth, consisting of several different gases, a source that ensures the balance of living beings and other natural resources.

Atmospheric air gives life to humanity, as well as all living beings. Therefore, it is distinguished from other natural objects by its properties. Atmospheric air contains a number of gases, the main of which are nitrogen (78.1%), oxygen (20.9%), argon (0.9%), carbon dioxide (0.03%), neon, helium, methane, krypton, hydrogen and other gases. Atmospheric air pollution is a violation of the rules for releasing pollutants into the atmosphere, as a result of which the maximum permissible concentration of a toxic substance in the air is exceeded. is increasing. Carbon dioxide (CO2) is a colorless, odorless and tasteless gas. It is one of the main components of the Earth’s atmosphere and plays an important role in the biosphere and climate processes. In recent decades, problems related to the level of CO2 in the atmosphere have been observed, such as climate change, an increase in the composition of the atmosphere and its negative impact.

The atmosphere is our shell of life because it contains air, and air contains oxygen, which is an important source of nutrition for all living beings that breathe. Why do we lose this precious gift for every second of our lives? Of course, these are also reasons arising from human needs, that is, for every benefit there is a loss. What do we mean by this? A person strives for innovation as long as he lives, and as a result, he can gain a lot and lose a lot. We will give examples of modern technologies that lead to negative changes in the air layer and we can see how much this affects our lives. will be.

1. Chemical industry and toxic gases

The release of substances used in the chemical and pharmaceutical industries into the air – for example, toxic substances such as dioxins, benzene, and formaldehyde – poses a serious threat not only to the air, but also to human health.

2. Photochemical smog

When exposed to sunlight, automotive and industrial emissions (especially nitrogen oxides and hydrocarbons) react with each other to form ozone. This lower-level ozone creates smog, which is harmful to human lungs.

3. Greenhouse gases

Gases such as carbon dioxide (CO₂), methane (CH₄), and nitrous oxide (N₂O) are increasing due to human activities. These gases trap heat in the Earth’s atmosphere, causing global warming – climate change.

4. Changes in land resource use:

Urbanization and infrastructure construction change the appearance of the Earth’s surface, affecting how heat is absorbed and released. Such changes often lead to an increase in ambient temperatures.

5. Radiation pollution

Radioactive isotopes produced by accidents at nuclear power plants or nuclear tests.

6. Bioaerosols:

These are living organisms or their parts (e.g. mold spores, bacteria, viruses) that are suspended in the air. Changes in agriculture and the environment are increasing these bioaerosols.

7. Deforestation:

Deforestation, whether for farming or grazing, or for other reasons, creates emissions because when trees are cut down, they release the carbon dioxide they have stored into the atmosphere. Since forests are carbon sinks, their destruction limits nature’s ability to reduce harmful gases in the air.

8. Use of vehicles:

The burning of fossil fuels for transportation (cars, trucks, airplanes) is a major source of carbon dioxide (CO₂) emissions.

9. Agricultural practices:

Large amounts of methane and nitrous oxide are produced, especially from livestock farming and the use of nitrogen-rich fertilizers. These gases are powerful greenhouse gases.

10. Burning fossil fuels: Burning coal, oil and gas releases carbon dioxide (CO₂). This gas is an important greenhouse gas, trapping heat and contributing to the warming of our planet. These are just a few examples from our lives, but there are many more and more dangerous ones that we need to prevent, which is important for us humans and, of course, for all living things.

They say that nothing is impossible for a person, and indeed, he can prevent this danger that he himself has created, but this also requires a lot of work, and it starts with a small step. Let’s look at some approaches to prevent the increase in toxic substances in the air:

1. Save energy at home. To reduce energy consumption, it is recommended to reduce heating and cooling, use LED bulbs and energy-efficient electrical appliances.

2. Changing the source of home energy. Changing the source of energy in the home, for example, switching to renewable energy sources (solar, wind) instead of gas or coal, helps reduce the impact on the environment.

3. Walk, cycle or use public transport. Walking or cycling instead of driving reduces greenhouse gas emissions and improves your health. Take the train or bus for long journeys.

4. Switch to an electric vehicle.

If you are planning to buy a new car, consider choosing an electric car as it is more environmentally friendly and causes less pollution.

5. Increase green vegetation: increase the number of trees and flowers, preserve and expand existing forests.

6. Electronics, clothing, and other things we buy produce carbon emissions during the manufacturing process. Buy fewer things, buy second-hand, repair, and recycle what you have.

7. Eat more vegetables. Eating more vegetables, fruits, whole grains, legumes, nuts, and seeds, and reducing meat and dairy products can significantly reduce your impact on the environment.

8. Throw away less food. When you throw away food, you also waste the resources and energy that went into growing, manufacturing, packaging, and transporting it. When food is lost to landfill, it releases methane, a powerful greenhouse gas.

Preventing global air pollution requires global cooperation from countries. Global cooperation is the process of working together between countries, organizations, and communities on a global scale, pooling resources to achieve common goals, and finding joint solutions to problems. Global cooperation is very important in preventing negative changes in the atmosphere, because this issue is not limited to one country or region, but must be implemented on a global scale. Therefore, many measures are being taken to improve atmospheric changes, and these reforms are important steps to solve environmental problems. These steps include switching to renewable energy sources, reducing pollution in industry and transport, reducing greenhouse gases through international agreements, and strengthening environmental education. These measures serve to improve the quality of the atmosphere and prevent climate change. It has also been noted that great progress can be made in environmental protection through global cooperation and the introduction of innovative technologies, and reforms have been initiated.

Every person is responsible for the negative change in the composition of the air on Earth, so the solution requires joint and individual action. The real negative situations that occur in our lives are increasing day by day, for example, it has been proven that environmental pollution in developed countries is caused by toxic substances emitted by car engines. In some capitalist countries, for example, in Japan, due to the large number of cars, a police officer directing traffic is forced to change his oxygen mask every 2 hours. That is why experts call cars “chemical factories on wheels.” The gas emitted by a car engine contains carbon oxides, carbon dioxide, aldehydes, nitrogen oxides, carbohydrates, and lead compounds, which have a negative impact on human health. Carbon oxides combine with hemoglobin in the blood, reducing its oxygen-carrying function. Lead compounds, passing through the respiratory tract, damage the heart and blood vessels of people.

Conclusion: Every person and society must be responsible for preventing negative changes in the atmosphere. Measures such as the development of green technologies, reducing industrial emissions, making transport environmentally friendly, and preserving forests can help prevent and reduce atmospheric changes. These measures are important not only for saving natural resources, but also for the future of humanity. Thus, the most effective way to preserve the atmosphere and prevent its negative changes is global cooperation and a responsible approach.

REFERENCES USED

1. “Ecology and nature protection” D.YO. Yormatova, XSKhushvaqtova TASHKENT-2018 

2. Practical Geography” Sh.M. Sharipov, V.N. Federko, N.I. Safarova, V.A. Rafiqov Tashkent 2017. 

3. Natural Geography of Uzbekistan” Gulyomov. P, Hasanov. I, Kayumov. A. Part 2 Tashkent 2009.

4.Ecology” I. Hamdamov, Z. Bobomuradov, E. Hamdamova Tashkent-

5. https://uz.m.wikipedia.org/wiki/Havo

6. https://uz.m.wikipedia.org/wiki/Atmosfera_havosi

7. https://uz.m.wikipedia.org/wiki/Atmosfera

8.https://science.nasa.gov/climate-change/causes/ 

Faizullayeva is the daughter of Nodira Sherali, I currently live in the village of Kushkapa, Kamashi district, Kashkadarya region. I am a 3rd year student at Shahrisabz State Pedagogical Institute. I am interested in learning languages and writing poems.

‎How Long A Hundred Years Is

‎Chapainawabganj, Bangladesh.

‎

‎

‎The skeletons of the thirsty night lined

 up

 Contentious  dreams are stolen

‎The shy sky loses its color

‎At the foot of the deserted island.

‎If it lies in the hollow of time, then

‎A human corpse in a human shell!

‎Crawling humanity is ruined totally

‎Sucking up the dead light.

‎The illusion of shadows is trapped in a web of illusion

‎Knotless relationships create storm in a tea cup.

‎In a moment, the best becomes the worst

‎Who is whose? Injustice in wealth is constant

‎Saying ‘this world is mine’ breaks my ribs

‎When will I become civilized?

‎

‎Can any of you tell me

‎When I will truly become civilized?

‎Don’t curse me

‎The soil beneath my feet,

‎The oxygen inside my mouth,

‎The sky over my head.

‎Body odor will not be judged

‎What race? What religion? What planet?

‎Can anyone tell me

‎How long a hundred years is?

REFORMS IN THE PRESCHOOL EDUCATION SYSTEM

Abstract:
This article examines the attention being paid to the education system, reforms currently underway in Uzbekistan’s preschool education, achievements reached through preschool services, and reforms in higher education aimed at accelerating intellectual development.

Keywords: Preschool education, social life, reform, foundation, education and upbringing, globalization, concept, professional competence, material‑technical base.

Today’s young generation, which will determine the future and prospects of our homeland, must be raised with dignity—this is tied to the continuous modernization of education and upbringing. Expanding access to preschool education, improving the quality of preschool services, ensuring favorable conditions for full participation in life, and integrating children into social life are among our most urgent tasks. In New Uzbekistan, comprehensive reforms are underway across all sectors. It is impossible not to emphasize the transformative changes in education—the foundation of society—driven first and foremost by preschool reforms, which play a critical role in preparing children for global realities and in shaping their entry into societal life.

Today, modern kindergartens that meet current standards are being built not only in major cities but also in remote rural areas. Over just five years, the number of preschools in our country has quadrupled. Until recently, preschool teachers—and in some districts even students—were sent to harvest cotton for four months. Thanks to recent reforms, those practices have been eliminated.

In the last five years, educators at preschools have received one‑and‑a‑half times salary increases; the number of educators honored with state awards and participants in national competitions has grown; paperwork has been significantly reduced; and bureaucratic red tape has declined—these changes have paved the way for remarkable improvements in preschool education.

Efforts have also been made to enhance the capacity of personnel in preschool institutions. Regular scientific‑practical seminars and training sessions have been held, introducing innovative ideas and technologies into educational processes and promoting the comprehensive professional development of educators.

Higher education reforms are also a major part of the current transformation in the education sector. In particular, the Concept for the Development of Higher Education in Uzbekistan until 2030 serves as a prelude to these reforms. The Concept aims to expand the enrollment capacity of universities, improve the quality of education, implement digital technologies and education platforms, and involve youth in scientific activities—all of which raise the education process to a new level of quality.

That said, even more important priorities remain before us, requiring our attention. These include further improving the preschool education system, expanding the network of preschool institutions, strengthening their material and technical base, ensuring qualified teaching personnel, and implementing modern educational programs and technologies to foster children’s intellectual, moral–aesthetic, and physical development. Our primary goal is to significantly elevate children’s readiness for school, because our future and destiny rest on the young children growing up in these institutions.

Our esteemed Leader’s words—“The future and prosperity of our country are tied to what kind of people our children grow up to be. Our main duty is to create the necessary conditions for youth to realize their potential”—carry great trust and responsibility for preschool educators. They call us all to patriotic service. Let us be mindful of the fate of our children, our nation’s future.

Conclusion:
Reforms in preschool education today are as relevant and impactful as reforms in any other sector. Expanding these reforms broadly is a necessity of the times. Every teacher should approach his or her work with responsibility, informed by the conclusions drawn from these national initiatives.

References:

1. Resolution No. 802 of the Cabinet of Ministers of the Republic of Uzbekistan on approval of the State Standard for Preschool Education and Upbringing, December 22, 2020
2. Qodirova F.R., Toshpo‘latova Sh.Q., Kayumova N.M., Agzamova M.N., Preschool Pedagogy, Tashkent: Tafakkur Publishing, 2019
3. Strategic Development Program of New Uzbekistan for 2022–2026
4. SH.M. Mirziyoyev, “We will build our great future together with our brave and noble people,” Tashkent, 2017
5. president.uz
6. www.gov.uz
7. lex.uz

Karimova Navbaxar Mahmudjanovna
Born on March 25, 1984, in Gurlan district of Khorezm region, into a family of intellectuals.

From 1990 to 1998, she studied at School No. 1 in Gurlan district. From 1998 to 2001, she continued her education at Gymnasium No. 6 in Gurlan, graduating with excellent marks.

Between 2001 and 2003, she studied in the Nursing field at the Electro-Medical Technical School in the capital city, Tashkent, and successfully graduated with honors.

From 2020 to 2025, she completed her bachelor’s degree in the field of Preschool Education at Urgench State University.

Currently, she is working as an educator at Preschool Educational Institution No. 9, a multi-disciplinary specialized preschool institution under the National Agency for Social Protection under the President of the Republic of Uzbekistan, located in Gurlan district, Khorezm region.

She is fluent in both Russian and Turkish.

• In 2023, she was awarded the badge of honor “Devoted Specialist of Her Profession”.
• In 2024, she was awarded the badge of honor “Top Scientific Researcher of the Year”.
• In 2025, she received the honorary badge “Excellence in Preschool and School Education”.

She is the author of the methodological guidebook “Inclusive Education in Preschool Institutions”.
Her published books include: “Towards My Goals”, “For You, Dear Child”, and “Discoverer Children”.

She has published numerous articles in international newspapers and journals.

Her article “STEAM Technologies in Preschool Institutions” was published in Turkey in the book titled “Leading Women and Girls of Uzbekistan”.