PEDAGOGICAL CONDITIONS FOR USING PROJECT-BASED TECHNOLOGY IN TEACHING LITERATURE

Mamatova Mahbuba Abdulboqi qizi Master’s Degree Student (2nd Year) Namangan State Pedagogical Institute.

Abstract

This article provides a theoretical and methodological analysis of the pedagogical conditions for using project-based technology in the process of teaching literature. The didactic potential of project-based learning in developing students’ independent thinking, creative abilities, and literary–aesthetic competence is examined. Particular attention is paid to the organizational, methodological, and psychological factors necessary for the effective implementation of project activities in literature classes. The study substantiates the alignment of project-based technology with the competency-based approach and contemporary educational requirements.

Keywords: project-based learning, literature education, pedagogical conditions, creative competence, independent learning, interdisciplinary integration.

Introduction

In modern education, increasing students’ learning autonomy and transforming them into active participants in the educational process has become a priority. In literature education, special emphasis is placed on developing students’ aesthetic perception, literary thinking, and communicative competence. In this context, project-based technology emerges as an effective innovative pedagogical approach that enhances the quality and effectiveness of literature instruction.

Project-based learning enables students to integrate theoretical knowledge with practical activities through independent inquiry and creative tasks. This approach contributes to the development of critical thinking skills and encourages learners to express their personal interpretations of literary works.

● Didactic Potential of Project-Based Technology in Literature EducationProject-based technology is oriented toward solving problem-based tasks and fostering active cognitive engagement. In literature classes, project activities promote in-depth analysis of literary texts, exploration of character systems, interpretation of authorial ideas, and the formulation of individual viewpoints.

Through project work, students engage in presentations, creative writing, dramatizations, and research-oriented tasks. As a result, their literary knowledge becomes systematized, and their independent learning competence is significantly enhanced.

●Pedagogical Conditions for Implementing Project-Based Technology Project activities should be designed in accordance with clearly articulated educational goals. In literature teaching, project objectives must focus on developing students’ literary thinking and reinforcing theoretical knowledge through practical application.

●Consideration of Students’ Individual CharacteristicsThe selection of project topics should take into account students’ age, cognitive abilities, and interests. This approach increases motivation and ensures active participation in project activities.

●Creation of a Motivational Learning Environment

The effective use of project-based learning requires a supportive and motivating educational environment. Problem-based questions, real-life contexts, and creative tasks play a crucial role in stimulating learners’ interest.

●Teacher’s Role as Facilitator and Advisor

Within project-based learning, the teacher acts not as a controller but as a facilitator and consultant who guides students throughout the learning process. This role fosters learners’ independence and responsibility.

●Integration of Individual and Collaborative Activities

Project-based activities should combine individual and group work to develop cooperation, communication skills, and a sense of responsibility among students.

●Ensuring Interdisciplinary Integration

Project-based technology allows literature education to be integrated with history, art, and linguistics. Such interdisciplinary connections contribute to the formation of holistic knowledge and broaden students’ perspectives

.●Systematic Assessment and Reflection

Clear assessment criteria and reflective practices are essential components of project-based learning. Evaluation of project outcomes and self-assessment activities help students analyze their learning experiences and improve future performance.

Conclusion

In conclusion, the use of project-based technology in teaching literature plays a significant role in fostering students’ creative and critical thinking skills. The effectiveness of this approach largely depends on the proper organization of pedagogical conditions. Project-based learning enhances the quality of literature education and aligns it with contemporary educational standards and competency-based requirements.

References:

Polat, E. S. Project-Based Learning and Its Didactic Potential in Education. Moscow: Academy, 2019.

Azizkhojayeva, N. N. Pedagogical Technologies and Teaching Excellence. Tashkent: TDPU, 2018.

Ishmuhamedov, R. J. Modern Educational Technologies. Tashkent, 2017.

Karimov, S. Methods of Teaching Literature. Tashkent: O‘qituvchi, 2020.

Effective Approaches to Teaching Classical Epics in General Secondary Schools

Shermamatova Kamola Azizbek qizi

Namangan State Pedagogical Institute

Master’s student (2nd stage), Uzbek Language and Literature

Tel: +998932367802

Abstract

This article provides a scientific and methodological analysis of ways to improve the process of teaching classical epics in general secondary schools. The educational, moral, and aesthetic significance of classical epics is examined, and effective pedagogical approaches—particularly competency-based and interactive methods—are highlighted. The research findings demonstrate that teaching epics in accordance with modern educational requirements contributes to the development of students’ literary thinking and independent reasoning skills.

Keywords: classical epic, literature education, effective approach, interactive methods, competency.

Main Text

In the process of teaching literature in general secondary schools, classical epics occupy a special place as artistic sources of great spiritual, educational, and aesthetic value. Epics embody the centuries-old historical experience of the people, national worldview, moral norms, and aesthetic ideals. Therefore, studying them contributes not only to the development of students’ literary knowledge but also to the formation of their moral maturity.

However, school practice shows that teaching classical epics is often accompanied by various difficulties. In particular, the complexity of archaic language elements, the abundance of figurative devices, and the extensive plot structure make it challenging for students to fully comprehend the text. As a result, in some cases, epics are studied only at the level of retelling the plot or memorization, while their ideological and artistic essence is not sufficiently revealed.

Modern educational concepts emphasize placing the learner at the center of the educational process and shaping them as an active participant. In this context, competency-based approaches, interactive methods, and integrative educational technologies play a crucial role. Especially in teaching classical epics, these approaches foster students’ independent thinking, analytical skills, and aesthetic appreciation.

The purpose of this article is to scientifically analyze effective approaches to teaching classical epics in general secondary schools, identify their advantages in the educational process, and develop practical recommendations. The research findings hold significant theoretical and practical value for literature teachers and methodologists.

A comprehensive methodological approach was employed in the study. Initially, scientific and pedagogical sources related to the topic, research on literature teaching methodology, state educational standards, and curricula were analyzed. This theoretical analysis made it possible to identify existing approaches to teaching classical epics and assess their effectiveness.

Within the framework of the empirical study, literature lessons conducted in general secondary schools were observed, and the practices of experienced teachers were examined. The use of interactive methods such as clustering, discussion, conceptual mapping, role-playing, and creative writing tasks during lessons was analyzed. The impact of these methods on students’ comprehension and analysis of texts was studied comparatively.

The competency-based approach was selected as the methodological foundation of the research. This approach aims to develop students’ ability to apply knowledge in real-life situations and serves as an effective tool for mastering the moral ideas embedded in classical epics. Observation, comparison, generalization, and analytical conclusion methods were used throughout the research process.

The research results indicate that the application of effective approaches in teaching classical epics significantly increases students’ activity during lessons. In classes organized on the basis of interactive methods, students demonstrated deeper comprehension of the text and actively engaged in character analysis. In particular, tasks aimed at identifying the characteristics of epic heroes—such as “Character Description” and “Evaluation of a Hero’s Decision”—contributed to the development of analytical thinking skills.

Through group work, students acquired skills in listening to others’ opinions, providing evidence, and drawing conclusions. Lessons conducted using a competency-based approach showed that students were able to evaluate the actions of epic characters, draw moral conclusions, and relate them to contemporary life. For example, concepts such as justice, loyalty, and patience depicted in epics were analyzed in comparison with modern life situations.

Comparative analysis revealed that in lessons dominated by traditional explanatory methods, student engagement was relatively low, whereas lessons incorporating interactive approaches demonstrated higher effectiveness in question-and-answer sessions, discussions, and creative writing tasks. This had a positive impact on knowledge retention and long-term memory.

The findings confirm the necessity of updating teaching approaches for classical epics in general secondary schools. Modern pedagogical technologies and competency-based approaches make it possible to present the complex artistic structure of epics in an accessible and engaging way. Interactive methods enhance students’ independent thinking and their ability to justify personal viewpoints. Thus, teaching epics becomes not only a means of imparting knowledge but also an effective tool for holistic personal development.

At the same time, these approaches require teachers to possess high methodological competence, apply creative lesson planning, and use modern technologies wisely. The study shows that implementing effective approaches in teaching classical epics fosters respect for and interest in national literary heritage among students. This expands the educational potential of literature as a subject and contributes to improving the quality of education.

Conclusion

In conclusion, the process of teaching classical epics in general secondary schools needs to be reconsidered in accordance with modern educational requirements. The research findings demonstrate that education based on interactive and competency-based approaches ensures students’ deep and conscious mastery of classical epic content.

Effective teaching of classical epics develops students’ literary thinking, moral worldview, and independent thinking competencies. Therefore, the widespread implementation of modern pedagogical methods in teaching epics and the enhancement of teachers’ methodological skills remain essential tasks. The conclusions of this article contribute to improving literature education in general secondary schools and to effectively transmitting classical literary heritage to the younger generation, while also serving as a theoretical foundation for future research.

The Idea Of An English Name 

I began to find the idea of an English name absurd since I started reading Africanist novels and autobiographies – books steeped in the idea of what it means to be African, of feeling rooted in one’s own skin, and of refusing to be apologetic to have been born a black man. Many people consider me as the strange one, and I do not blame them. Sometimes I also accept the fact that I’m strange. In many ways. I do not like to follow the crowd, and that is a very strange thing in this modern world. I’ve been doing some research on what it means to be an old soul, and all the things I’ve learned about being an old soul is not farfetched in my own personal life. Interesting that one could be something without having the language to express it. After I wrote a very strange poem which was accepted and published by Dominique Literary Magazine in the United States I began to study what those words actually mean – Old Wise Soul – which is also the title of my poem. It was one of those poems that came unexpectedly, like a revelation, and I thought it was a silly poem after writing it. It’s about reincarnation and the feeling of ancestral presence, the strong knowledge that you are never alone, that your ancestors are always present with you, in you. The poem was not only accepted, I was asked to record my voice reciting it. That too, was also published. I then began to think about how I was the silly one, not knowing the weight of what I had written. To cure my silliness, I began to research what it means to be an old soul.

But today I want to talk about the “Dominion” I added to my names. A few years ago I decided I wouldn’t pick up another English name because my first name is considered English, though originally a Hebrew name, but Dominion is no ordinary name. It’s my personal revelation. I started using it as a middle name when I was about to sit for my SSCE. They kept asking for a middle name, then one day, like revelation, I got the name “Dominion”. I fought with the word or name. I wanted no English name but here I was receiving an English name for myself. The name persisted, strongly so. With everything in me, I couldn’t fight it off. That was how I became Isaac Dominion Aju. In the WAEC form I spelled in Isaac Dominion Aju.

Still, I wasn’t convinced.
After secondary school I stopped using Dominion. I went with Isaac Aju. Dominion sat in my WAEC certificate, unused in real life. But the name came back many months after my story was published for the first time. On a quiet evening in mid 2025 I sent out a story for the first time as Isaac Dominion Aju. I had to rule out the strict idea of not having another English name. I’m still Africanist in worldview, still surprised when African editors send beautiful mails of acceptance. Maybe having or not having an English name isn’t the problem here. Maybe the main point is to know who you are, to occupy your space in the world, to be a citizen of the world while not denying your roots.

Isaac Dominion Aju was nominated for the Best Of The Net and Pushcart Prize in 2025. He currently lives in Nigeria where he works as a fashion designer, specializing in men’s attire. He has appeared in various international journals including Poetry X Hunger, Cajun Mutt Press and All Your Poems Anthology. He was the first Nigerian poet to appear on Flapper Press Poetry Cafe.

The lingering polyhedron

The word for the day is dodec-

ahedron. Why?  Why not?  It

sounds good, is reminiscent of

the age of the dinosaurs. A text-

book might easily now say “The

dodecahedron was twelve times

the size of T.Rex. Might have been

known as D.Rex, but preferred

the politics of the backroom, of

being the unseen power behind

the throne.  Managed to miss the

meteor shower.  Is still around.”

prudent, expedient, proper

Aristotle found another way to use

alternatives. Said it depended on

the audience, & how one modeled

a choice point in a context hierarchy.

Also added there may not necessarily 

be a single right answer to be found.

Developmental Synthesis

This surgeon friend of the family 

operates out of & in the local gas station

is known to prefer a rusty telescope 

over a scalpel when performing 

such procedures as critical heart 

bypasses or tedious tonsillectomies.

± 

It is as if I am walking underwater, or, rather, not walking, since the tide I am pushing against is not strong enough to drive me back but too strong to allow me to progress. My lungs ache, my head beats, my heart does nothing — the other two appurtenances have subsumed its activities. I am swathed in water. They are lining up terracotta poems in channels on both sides of me.

(Untitled)

Sound travels at. So the

        plane is almost

level with you before

the engines are heard.

        What else travels

like that? Only death.

The Role of Mobile Applications in Learning Korean

Tashkent state university of oriental studies
Institute of oriental languages and literature
Korean – English philology, 1^st year student — To‘g‘ilova Dinora

Annotatsiya: Mazkur maqolada koreys tilini xorijiy til sifatida o‘rganishda mobil ilovalarning roli hamda foydali tomonlari tahlil qilinadi. Tadqiqotda zamonaviy texnologiyalarning yangi tilni o‘rganish jarayoniga ta’siri, xususan, mobil ilovalar orqali til o‘rganish ko‘nikmasini rivojlantirish imkoniyatlari yoritiladi. Shuningdek, Duolingo, Memrise hamda Hellotalk kabi ommabop ilovalarning samarali xususiyatlari ko‘rib chiqilib, ularning o‘quvchilarning mustaqil ta’lim olishidagi samaradorligi o‘rganiladi. Maqolada mobil ilovalardan foydalanishning afzalliklari hamda ayrim cheklovlari tahlil qilinib, koreys tilini o‘rganishda ularni an’anaviy ta’lim olish usullari bilan uyg‘unlashtirish lozimligi ochib beriladi.

Kalit so‘zlar: Yangi tilni o‘rganish, koreys tili, mobil ilovalar, zamonaviy ta’lim tizimi, an’anaviy ta’lim tizimi, ta’lim sifatini oshirish, Duolingo, Memrise, Hellotalk.

Annotation: This article analyzes the role and advantages of mobile applications in learning Korean as a foreign language. The study highlights the impact of modern technologies on the language learning process, particularly the opportunities to develop language skills through mobile applications. Popular apps such as Duolingo, Memrise, and Hellotalk are examined for their effective features and their contribution to independent learning. Furthermore, the article discusses the benefits and certain limitations of using mobile applications, emphasizing the need to integrate them with traditional teaching methods in the process of learning Korean.

Keywords: Learning a new language, Korean language, mobile applications, modern education system, traditional education system, improving the quality of education, Duolingo, Memrise, Hellotalk.

Аннотация: В данной статье рассматривается роль и преимущества мобильных приложений в изучении корейского языка как иностранного. В исследовании освещается влияние современных технологий на процесс изучения языка, в частности возможности развития языковых навыков посредством мобильных приложений. Анализируются эффективные особенности популярных приложений, таких как Duolingo, Memrise и Hellotalk, а также их вклад в самостоятельное обучение. Кроме того, в статье обсуждаются преимущества и некоторые ограничения использования мобильных приложений, подчеркивается необходимость их интеграции с традиционными методами обучения при изучении корейского языка.

Ключевые слова: Изучение нового языка, корейский язык, мобильные приложения, современная система образования, традиционная система образования, повышение качества образования, Duolingo, Memrise, Hellotalk.

Introduction. It is no secret that in today’s era of globalization, the use of digital technologies brings convenience and ease to every field. In particular, mobile gadgets and platforms are widely used in mastering foreign languages. For example, in a study conducted by Sun Young Choo, it was emphasized that due to the COVID-19 pandemic, most learners of the Korean language effectively used various electronic applications. He also evaluated mobile applications as educational tools, noting that they are not limited by space and time, and that they increase opportunities for independent learning. In learning Korean, mobile applications such as Duolingo, Memrise, and Hellotalk are widely used. While they help accelerate and make the language learning process more engaging, some shortcomings cannot be denied. In particular, learners who use mobile devices for long periods face eye-related problems. As a result, their motivation to learn decreases. This shows the need to maintain a balance between traditional and modern education systems and harmonize them with each other.

Research Methodology. This study was conducted in order to determine the role of electronic platforms in young people’s acquisition of a new language, based on an anonymous online survey. Fifty students and learners studying Korean at various educational centers actively participated. To ensure participants’ safety, no personal information was disclosed. During the survey, each participant was asked which of the above-mentioned platforms (selected from the most downloaded apps in the Google Play Store) they used most often, and to give an unbiased opinion about the importance of such mobile applications in language acquisition.

Literature Review. During the research, local and international literature related to the topic was studied. In particular, in Abdukodirov V.G’s article “Mobile Applications in Language Learning”, it was noted that platforms should be used correctly and that additional online tasks should be completed under the teacher’s guidance. In addition, he pointed out that sometimes these applications may distract learners, that technical problems related to the internet and devices may arise, and that unsupervised learning may lead to a decline in effectiveness.

Research results and discussion. The results of this study show that out of 50 participants, 18 used Duolingo (an application based on gamification principles), 15 used Memrise (mainly aimed at vocabulary building and easy memorization of words), 9 used Hellotalk (an application focused on improving communication skills by conversing with foreigners in the target language), and 8 used other applications. Moreover, in the second part of the survey, which asked for unbiased opinions, the majority of participants stated that using the above-mentioned applications under teacher supervision would yield better results and be more effective.

In the discussion section, it was revealed that although mobile devices and applications have created many conveniences for young people in learning Korean in recent years, due to certain shortcomings, the likelihood of learning the language effectively without teacher support is low. Furthermore, it was analyzed that harmonizing modern and traditional education systems is advisable.

Conclusion. According to the results of this study, mobile applications have been found to be widely used as important tools in mastering the Korean language. Digital platforms such as Duolingo, Memrise, and Hellotalk effectively help young learners expand their vocabulary, engage in independent learning, and improve real communication skills. At the same time, their limitations—technical problems, distraction, and health issues caused by prolonged use of mobile gadgets—may negatively affect language acquisition. Therefore, it was concluded that integrating the use of mobile applications with traditional teaching methods would help improve the quality of education.

References:

1. Choo, S. Y. Age and Korean language learners’ use of mobile applications : scholarly paper submitted in partial fulfillment of the Master of Arts in Second Language Studies / S. Y. Choo. – Honolulu : University of Hawaiʻi at Mānoa, Department of Second Language Studies, 2021. – 98 p.
2. Abduqodirov, V. G. Til o‘rganishda mobil ilovalardan foydalanish imkoniyatlari / V. G. Abduqodirov // Xorijiy tillarni o‘qitish metodikasi. – Toshkent, 2020. – № 3. – B. 45–49.
3. Kukulska-Hulme, A. Mobile assisted language learning: a handbook of theory and practice / A. Kukulska-Hulme, J. Traxler. – London : Routledge, 2013. – 256 p.
4. Godwin-Jones, R. Emerging technologies: Mobile-assisted language learning / R. Godwin-Jones // Language Learning & Technology. – 2011. – Vol. 15, № 2. – P. 2–11.
5. Kim, H. J. The use of smartphone applications in learning Korean as a foreign language / H. J. Kim // Journal of Korean Language Education. – Seoul, 2018. – Vol. 29, № 1. – P. 85–104.
6. Stockwell, G. Using mobile phones for vocabulary activities: examining the effect of platform / G. Stockwell // Language Learning & Technology. – 2010. – Vol. 14, № 2. – P. 95–110.

Science and Ethics in the Modern World

Science is one of the greatest achievements of humans. It helps us understand the world, solve problems, and improve our life. But with every scientific discovery comes a responsibility to use it wisely. Ethics guides us to make sure science is used for the benefit of all, not for harm.

Modern society depends on science and technology. Innovations like artificial intelligence, renewable energy, and communication tools change the way we work, learn, and interact. However, science without ethics can be dangerous. For example, new technologies can give great advantages, but they may also create unfairness, privacy issues, or environmental problems. Ethics teaches us to ask not only what we can do, but what we should do.

Studying science and ethics together helps us make better choices. The decisions we make today in using technology will affect our habits, our society, and the future. Awareness, responsibility, and careful thinking are the key to using science and technology in a positive and fair way.

In conclusion, science is powerful, but ethics gives it meaning and direction. Every decision, invention, or action matters. By combining knowledge and morality, we can create a world that is not only advanced but also fair, safe, and sustainable.

My country

You are my wealth, my dearest and unique,

And always because of you my speech is art.

Don’t let your peace be broken and bleak,

I will not let your candle in my heart depart.

Your presence means that my existence is true,

I have no happiness and joy apart from you

My nation, in my heart, pride I knew,    

For you are the light that illuminates my way anew.

Born on July 20, 2011 in Gallaorol district, Jizzakh region. Her creative works are indexed on Google. She has many international certificates