The development of every nation and society is directly connected with its youth. Today, young people play an important role not only in shaping the future but also in building the present. One of the main duties of youth in society is to develop a sense of responsibility.
Responsibility is not just about saying, “I’ll do it,” or “It’s my turn.” It means understanding that one’s actions affect society, family, and the people around them. For example, gaining knowledge is not only a personal need but also a duty to society, because an educated person is the one who makes crucial decisions that shape the future.
Nowadays, there are plenty of opportunities to study, learn new languages, acquire professions, and create useful projects. However, these opportunities are open only to those who work hard on themselves. That is why young people should not waste their time; even small steps taken every day toward self-development lead to great results over time.
Currently, there are about 1.2 billion people aged between 15 and 24 in the world — roughly 16% of the global population. Recent events around the world show that the role of youth is not limited to education or employment. Issues such as climate change, digital security, migration, and the consequences of the pandemic are forcing all nations to think in new ways. In these matters, the most active group is the youth — because they are the generation that will witness the results of today’s decisions with their own eyes.
Every young person should ask themselves these questions each day:• What have I learned today? Whom have I helped today?• What kind of mark am I leaving for the future? Each person should be able to reflect on their actions, because true growth begins with understanding and taking responsibility for one’s own choices.
Bekturdiyeva Nargizabonu was born on December 7, 2007, in Khiva city, Khorezm region. She graduated from Secondary School No. 12 with a gold medal. She is currently a first-year student at Urgench State University named after Abu Rayhan Beruni.
After spending a life time in the company of Babas, who always preached against alcohol and bad habits, [don’t ask me whether they themselves acted on their own advice or not], and serving in the ‘deras’ [holy places] for a lifetime, I remember how I impressed some other people also, by telling them some inflated truths [truth if inflated is also an untruth], so that when they joined, and became followers of the Baba, the Baba then conferred on me the title of a Group Leader [Chhote Sahib]. There were thousands of Chhote Sahibs, who were working for the Baba.
There may have been many things going amiss, but I was lucky I did not see anything. And as a result, I had a peaceful death, and after serving the Baba and the people, I was sure God will house me in a special cell in Heaven. On reaching the assembly waiting for the judgement, with Dharamraja listening to each one’s historic deeds on earth, I found they paid no attention to my titles. But I was sure to be admitted to Heaven on the basis of my hard work, and sincere followship of the Baba.
When my turn came, they handed over to me a charge sheet, and I was asked to reply in six months. During those six months, I was to stay in the Over Lap, a newly designed place where all good and bad people were made to stay. The charges shocked me. I was quizzed for every good thing that I had done on the earth under the influence of the Baba, whom I revered as my Guru. Every person had a different charge sheet. I had a fast look at the end of the list where they had mentioned that I was 90 percent eligible to enter Hell.
You were expected to do good, and believe in simply joys, and live in innocence. Why you joined this band of idlers? Remembering God is no job in itself. On the earth, you were expected to do some good work for your family and the society. You wasted your time in the service of the Baba who is already on our hit-list. All the work you did in the name of ‘Sewa’ [service] was miscarried. You told lies to unsuspecting people and forced them into the servility of your master. You told deliberate lies. It is unpardonable. You say you have done ‘simran’ of God every day in the morning and evening.
Chanting God’s name, without following holy edicts, is a waste of time. God does not believe in such practices which are hollow. You have been running round and round your self styled demigod. There are millions like you wasting their time around these gods. The sewa [service] that you are doing is useless if you do not understand the fundamental issues. The fundamental issue is your innocence. You work for yourself, but at the same time, make sure, your work helps the society, and it does not harm others in any way. If you are aware of it, and act accordingly, you do not need such godmen.
You also do not need to read any holy books or even to recite the name of God, if you remember one thing: to be innocent. Regarding lots of deprivations imposed arbitrarily by these Babas, you are better advised to follow your wishes. If you want to eat non-vegetarian food, or drink alcohol, if you take tobacco and enjoy smoking, if you enjoy bar dances, we have no problem so long as you do not cause any harm to society, your family and even to yourself. There is no sin, no crime if you can feel happy the way you want to live.
We have given you this beautiful body. A beautiful mind. A beautiful family. And a wonderful society of men, women, and a life in which there are huge reserves of vegetation, animals, beasts and birds. It is meant for your enjoyment. Only beware of of Knowledge. It is the gift of Satan to Adam and Eve. Knowledge alone is not enough. It is wisdom which tells you to act when, how, why and when not. What should not be done, is as much your duty, as what should be done.
We give you six months to learn, realize and accept what we want from you. Dharamraja then said, give him the next date after six months.
Dr. Jernail Singh Anand, with an opus of 180 plus books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards. His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision.
Education in Human-Machine Collaboration: A New Era in Foreign Language Learning
Nurdinjonova Rayhona
Student of Ishoqxon Namangan State Institute of Foreign Languages
Introduction
In the modern era, artificial intelligence (AI) is no longer a distant concept—it is a vital part of almost every human activity. Education, particularly foreign language learning, has seen profound transformations with the integration of AI tools and platforms. AI has revolutionized how learners acquire, practice, and refine their linguistic abilities, enabling a more interactive, personalized, and efficient learning experience.
Through human-machine collaboration, students can develop not only linguistic knowledge but also critical thinking, creativity, and digital literacy skills. Moreover, AI-based systems provide opportunities for autonomous learning, immediate feedback, and real-time communication, turning traditional classrooms into dynamic environments. As a result, the relationship between teachers and learners is evolving, with AI serving as a supportive partner rather than a replacement for human intellect.
Main Part
1. The Role of AI in Foreign Language Teaching
Artificial Intelligence plays a significant role in transforming language education into a more adaptive and personalized experience. AI-driven tools such as Duolingo Max, Grammarly, ChatGPT, and Replika AI act as virtual assistants that analyze learners’ progress and provide tailored feedback. For example, a student using Duolingo Max can receive instant corrections and explanations for grammar mistakes, while Grammarly improves their writing by offering context-aware suggestions. Similarly, ChatGPT can simulate real-life conversations, helping students enhance their speaking and comprehension skills in a natural dialogue setting. This form of learning fosters independent study and builds confidence, as learners actively participate in their development process rather than passively absorbing information.
2. Advantages of Learning with Machine Collaboration
AI enables learners to move beyond traditional rote learning by creating an engaging, interactive environment. Through adaptive algorithms, AI systems automatically adjust the difficulty level of exercises based on a learner’s performance. This ensures that each student studies at a comfortable pace, reducing stress and enhancing motivation. Moreover, AI facilitates communication practice by generating real-life scenarios—for instance, role-playing exercises where students can practice ordering food in a restaurant or discussing travel plans. Teachers, on the other hand, can use AI analytics to monitor student progress, detect weaknesses, and personalize instruction accordingly. This collaboration allows teachers to focus on creativity, mentorship, and emotional support—areas where human input remains irreplaceable.
3. The Potential of AI in Literature Education
AI can also play an innovative role in literature classes by assisting students in text analysis and interpretation. Natural language processing technologies can analyze the tone, themes, and stylistic elements of literary works. For instance, a learner studying Shakespeare can use AI software to compare linguistic patterns across different plays, while another might explore the emotional depth of a novel using sentiment analysis tools. Furthermore, interactive chatbots can be designed to mimic literary characters, allowing students to ‘converse’ with figures such as Hamlet or Elizabeth Bennet to better understand their motivations and conflicts. Such applications nurture creativity, deepen comprehension, and make classical literature more relatable to modern students.
4. Ethical and Pedagogical Considerations
Despite its many advantages, the use of AI in education raises important ethical questions. Over-reliance on technology can reduce students’ critical thinking abilities and limit their capacity for independent reasoning. Moreover, data privacy and the responsible use of AI tools must always be prioritized. Educators have the responsibility to guide learners in using AI ethically and effectively. AI should not replace teachers but rather serve as a bridge that enhances learning and makes education more accessible. By maintaining a balance between human creativity and machine precision, educators can create a holistic learning environment where technology complements human intellect.
5. Future Prospects of Human-Machine Collaboration
The future of language education lies in the continued development of intelligent systems that promote collaboration between humans and machines. AI is expected to become even more personalized, offering emotional and cultural context in addition to linguistic assistance. In the near future, AI tutors might be able to detect a student’s emotional state through voice or facial expressions and adapt the lesson accordingly. Virtual and augmented reality will further enrich the learning experience by creating immersive environments where learners can practice languages in realistic situations. However, it is essential that such innovations always remain human-centered, ensuring that technology supports, rather than dictates, the learning process.
Conclusion
In conclusion, artificial intelligence has become a transformative force in the field of foreign language education. Human-machine collaboration not only improves the quality of learning but also promotes creativity, autonomy, and inclusivity. Teachers and students alike benefit from AI’s ability to analyze, adapt, and personalize the educational process. Nevertheless, the human element—empathy, moral reasoning, and imagination—must always remain at the center of education. By embracing AI responsibly, we can shape a future where technology and humanity coexist harmoniously, enriching both language learning and the broader educational landscape.
References
1. Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach (4th ed.). Pearson Education.2. Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. UCL Institute of Education Press.3. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.4. UNESCO. (2023). AI and Education: Guidance for Policy-Makers. Paris: United Nations Educational, Scientific and Cultural Organization.5. Oxford Insights. (2024). The Global AI Index: Education and Innovation. Retrieved from https://www.oxfordinsights.com/ai-index6. Turing, A. (1950). Computing Machinery and Intelligence. Mind, 59(236), 433–460.7. Wong, G. K. W. (2023). AI-Powered Language Learning: Pedagogical Perspectives and Challenges. Journal of Educational Technology, 18(2), 45–57.
