THE GOALS, OBJECTIVES, AND PRINCIPLES OF INCLUSIVE EDUCATION

Bakhromova Gulsanam, a second-year student in the Surdopedagogy program, Faculty of Pedagogy and Psychology, Kokand State University.

ABSTRACT

This article discusses the goals, objectives, and principles of inclusive education, as well as its significance in the modern context. It also examines why students should be included in inclusive education and highlights the priority of its current goals and objectives.

 Keywords: Inclusive, social, psychological, child, behavior, physical, mental, education, needs, pedagogical.

Based on the humanistic principles of any state policy, the conditions created in society for persons with disabilities and socially vulnerable groups, as well as comprehensive support in all areas necessary for their free and prosperous living, reflect great attention to people with disabilities. The fact that one of the five principles of Uzbekistan’s development is defined as a strong social policy is a clear indication that the country is moving toward improving the lives of persons with various types of disabilities and those in need of social support through the targeted implementation of comprehensive approaches. According to statistical data, there are about 240 million children with disabilities worldwide. Like all children, they need quality education to develop their skills and fully realize their potential. Nevertheless, children with disabilities are often overlooked in policy-making, which limits their access to education and participation in social, economic, and political life. Worldwide, these children are more likely not to attend school. They face discrimination, stigma, and persistent barriers to education arising from the failure of decision-makers to systematically include disability in school services.

Inclusive education develops the general education process and implements an education system suitable for all children. It creates favorable conditions for children with disabilities by organizing additional support and facilities that facilitate their access to education. Educating children with disabilities in a separate special education system makes it difficult for them to adapt to society after graduating from school. In addition, they are forced to live away from their families, which may contribute to the formation of various negative behavioral traits. These children may become dependent and develop difficulties in self-care.”

To implement inclusive education, the integral criteria of the developed system for staff consist of personal and procedural components. The personal component includes the following socio-psychological indicators: social activity, readiness for self-regulation of behavior, self-awareness, and self-esteem related to physical and mental health. During the learning process, students demonstrate changes in certain personal qualities, which makes it possible to assess the level of achieved socialization and identify emerging needs for creating and promoting additional conditions for social integration. The procedural (socio-pedagogical) component does not directly reflect changes in the personal characteristics of children with special educational needs; rather, it helps to understand the mechanisms of influence of technologies and methods applied in the socialization process.

This component includes the accessibility of inclusive education for children with special educational needs, the inclusive competence of participants in the educational process, and the readiness of the community to provide volunteer-based services. Ensuring access to inclusive education plays an important role in implementing socialization mechanisms for young people with special needs, as it helps remove key barriers to obtaining quality education and to full and independent participation in society. When evaluating the effectiveness of socio-pedagogical work, first of all, we identify the achievements made in working with applicants (providing information about study conditions, professional guidance, adaptation to the student environment, and preparation for university admission by teachers). The next indicator requiring detailed analysis is the adaptation of the educational base to students’ individual needs (architectural accessibility, adaptation of classrooms and workplaces, provision of learning materials and modern information technologies, and modifications in accordance with curricula).

The main goal of inclusive education is to involve all children who have access to education, including children with special educational needs, in the general education process. Inclusive education is of great importance as it provides access to education for children with special needs. It means the inclusion of such children in the continuous general education system. In many cases, parents of children with special educational needs have incorrect perceptions about their children’s educational rights and other opportunities; as a result, they do not demand proper education for these children.

The objectives of inclusive education are:

1.To create a unified adapted social environment that ensures equal treatment of all children and excludes any form of discrimination against students with different developmental abilities;

2.To develop a tolerant attitude among the public and all participants of the educational process toward the issues of students with special educational needs;

3.To develop the intellectual and social potential of both typically developing children and children with special educational needs within the educational process;

4.To provide opportunities for all students to master preschool, general secondary, vocational, and higher education programs in accordance with state educational standards;

5.To create conditions for the comprehensive development of students, activation of their emotional-volitional sphere and cognitive activity, as well as the formation of social skills and competencies;

6.To provide advisory support to families raising children with special educational needs, to increase parents’ awareness of educational and upbringing methods, pedagogical technologies, teaching methods and tools, and to offer psychological and pedagogical support to them.

In the process of inclusive education, students with special educational needs are taught together with typically developing children in the same school and classroom. Children with disabilities require special support from the very first days they enter school. Such support is considered necessary throughout their entire lives. Therefore, it is essential to create favorable conditions for the social development of these students starting from the early stages of schooling.

The educational process organized for students with disabilities requires identifying forms of inclusive education and integrating them into the general education system. Such integration must correspond to their specific educational needs.

Principles: The main principles of inclusive education. The implementation of an education system always requires adherence to certain rules and principles. The implementation of inclusive education is based on the following principles:

1. Recognition of inclusive education.
2. Accessibility of inclusive education for all learners.
3. The principle of interaction and cooperation (communication).
4. The principle of decentralization.
5. The principle of a comprehensive approach in inclusive education.
6. The principle of flexibility in inclusive education.
7. The principle of professionalism.”

The role and significance of inclusive education in the development of society require the implementation of the following tasks: creating the necessary psychological, pedagogical, and corrective conditions for the education of children and adolescents with special needs in educational institutions; ensuring their mental development and social adaptation through the implementation of general education programs and corrective work oriented toward their abilities; guaranteeing equal rights to education for all students; meeting the needs of both children with and without disabilities with the active participation of society and families, and ensuring early social adaptation; realizing the right of children and adolescents with special needs to live with their families without separation; and forming a friendly, compassionate, and supportive attitude in society toward children and adolescents with special needs.

In the full implementation of the above tasks, special attention should first be paid to the following: a child with special needs is still a child like all others and has the right to be recognized and respected; therefore, referring to them by their impairment is considered inappropriate. Regardless of their condition or abilities, every child always needs the support of adults. Isolating or labeling them is not consistent with the principles of humanism. Previously, terms such as “abnormal children,” “disabled children,” “blind children,” “deaf children,” “mentally disabled children,” and “children with locomotor disabilities” were used. However, such terms violate the rights of children with special needs and have a negative impact on parents as well.

Although children with special needs may not perform tasks as quickly or perfectly as typically developing children, they are still able to complete tasks according to their abilities. Protecting the rights of the child and treating them positively is an important educational approach. Therefore, any form of discrimination or disrespect must be avoided.”

Inclusive education is an important approach that ensures equal access to education for all children, including those with special educational needs. It promotes the creation of supportive psychological, pedagogical, and social conditions that enable children to develop their potential and successfully integrate into society. The main principles and tasks of inclusive education focus on equality, accessibility, cooperation, flexibility, and respect for individual differences.

This system not only improves the quality of education but also strengthens social inclusion, tolerance, and humanistic values within society. It helps eliminate discrimination and negative labeling, ensuring that every child is recognized, respected, and supported according to their abilities. Therefore, inclusive education plays a key role in the development of a fair and compassionate society where all children have the opportunity to learn, grow, and participate fully in social life.

List of References

1.Sadikovna, Rakhimova Khurshidakhon. “Theoretical Foundations For Teaching Future Surdopedagogs To The Development Of Speech Of Children With Cochlear Implants.” Onomázein 62 (2023): December (2023): 2408-2416.

Amirsaidova SH.M. “Maxsus pedagogika fani taraqqiyotida sharq mutafakkiri g‘oyalarining o‘rni va roli” . Ped. fan. nom… diss. – T., 2006.

2.  IIektra Spandagou, Cathy Little, David Evans, Michelle L. Inklusive Education in Schools and Early. Childhood Settings.springer Springer Singapore. 2020.

3. Инклюзивное образование в Испании. Пашкова.М, Скуднова. Т.Д.2018.

4. Екатерина Михальч. Инклюзивное образование. 2021.

5. Наталья Микляева, Татьяна Чудесникова, Анна Виленская, Ольга Кудравец, Светлана Семенака. Инклюзивное образование детей с ограниченными возможностями здоровья. Москва Юрайт. 2021.

Digitizing Laboratory Education: The Synergy of 3D Modeling and Artificial Intelligence

Introduction

In the modern educational landscape, updating the teaching methodology is no longer just about providing hardware; it is about the complete digital transformation of the learning experience. Traditional laboratory settings often face significant hurdles, including a shortage of advanced equipment, high maintenance costs, and safety constraints that prevent complex experimentation. These limitations frequently hinder students from gaining the necessary practical depth in their fields.

The Power of 3D Modeling: Creating Digital Twins

The integration of 3D modeling offers a transformative solution by creating “Digital Twins” of physical laboratory environments. Unlike static diagrams, 3D simulations allow students to interact with machinery and chemical processes in a risk-free, virtual space. This is particularly vital for engineering and science students, as it enables them to perform high-risk experiments—such as high-voltage electrical testing or volatile chemical reactions—without the danger of physical harm or equipment damage. The ability to repeat these simulations infinitely ensures that the student masters the procedure before ever stepping into a physical lab.

AI Integration: Personalized Learning Trajectories

Artificial Intelligence (AI) acts as the “brain” of these digital laboratories. By incorporating AI algorithms, the virtual environment can monitor a student’s progress in real-time. It analyzes the logic behind their actions, the errors they commit, and the time spent on specific tasks.

Adaptive Feedback: If a student struggles with a particular step, the AI provides contextual hints or suggests supplementary theoretical material.

Customization: The system can adjust the difficulty level of the experiments based on the learner’s individual performance, making education truly personalized.

Challenges and Future Outlook

Despite the obvious advantages, the transition to fully digital labs is not without obstacles. Developing high-fidelity 3D environments requires significant computational power and advanced programming expertise (utilizing tools like Python, Unity, or Unreal Engine). Furthermore, digital simulations cannot yet fully replicate the tactile sensory experience of a physical laboratory. Therefore, a hybrid model—combining virtual preparation with physical execution—currently stands as the most effective pedagogical approach.

Conclusion

3D modeling and AI are not just tools; they are the architects of a new era in laboratory education. These technologies offer a scalable, safe, and cost-effective way to enhance the quality of higher education. To fully realize this potential, universities must invest in both technical infrastructure and the digital literacy of their faculty. The future of engineering education lies in this seamless blend of the virtual and the physical worlds.

Shahnoza Amanboyeva is a dedicated first-year Computer Engineering student at Urgench State University. She is passionate about the intersection of technology and education, specifically focusing on virtual simulations and AI-driven learning systems.

Kokand University Andijan Branch

Faculty of Philology

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THE ROLE OF PHYSICAL EDUCATION IN THE HOLISTIC DEVELOPMENT OF UNIVERSITY STUDENTS

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Author:

Abduhalilova Sevdora Xayrulla kizi

Student, Philology and Language Teaching: English Language Direction

sevdoraabduhalilova880@gmail.com

Scientific Supervisor:

Xayitboyev Nabijon Sheraliyevich

Senior Lecturer, Department of Pedagogy, Psychology and Physical Culture

+998998397419

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ABSTRACT

This article examines the multifaceted role of physical education (PE) in the comprehensive development of university students. Drawing on contemporary research in sports science, psychology, and pedagogy, the study explores how regular physical activity positively influences students’ academic performance, mental health, social skills, and overall well-being. The article also discusses modern approaches to physical education in higher educational institutions, with particular reference to practices in Uzbekistan. The findings underscore the necessity of integrating systematic physical education into university curricula as a strategic educational priority.

Keywords: physical education, university students, holistic development, academic performance, mental health, sports, well-being, pedagogy.

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INTRODUCTION

Physical education has long been recognized as a fundamental component of a well-rounded education. In recent decades, however, its role within university settings has come under renewed scrutiny as institutions increasingly prioritize academic subjects over physical activity. This shift has coincided with a global rise in sedentary behavior among young adults, accompanied by growing concerns about student mental health, stress, and burnout.

Universities are unique environments in which students undergo profound intellectual, social, and personal transformations. Physical education, when thoughtfully integrated into this environment, offers a powerful means of supporting these transformations. Beyond its obvious benefits to physical fitness, PE cultivates discipline, teamwork, resilience, and leadership — qualities that are indispensable in both academic and professional life.

This article aims to investigate the comprehensive impact of physical education on university students, analyze current challenges in its implementation, and propose recommendations for enhancing PE programs in higher educational institutions, particularly within the Uzbek educational context.

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LITERATURE REVIEW

Numerous studies have explored the relationship between physical activity and cognitive function. Hillman it al. (2008) demonstrated that aerobic exercise enhances executive function, attention, and memory in young people — capacities that are directly relevant to academic success. Similarly, Ratey (2008) argued that physical activity stimulates the production of brain-derived neurotrophic factor (BDNF), which facilitates learning and neuroplasticity.

From a psychological perspective, research by Biddle and Mutrie (2008) confirmed that regular participation in physical activity significantly reduces symptoms of anxiety and depression among university students — populations particularly vulnerable to mental health challenges. Furthermore, Warburton it al. (2006) established strong links between physical fitness and reduced risk of chronic diseases, emphasizing the long-term public health value of PE in higher education.

In the Uzbek context, scholars such as Toshmatov (2019) and Rakhimov (2021) have emphasized the need to modernize physical education curricula in Uzbek universities to align with international standards while respecting local cultural values. Their work highlights the importance of motivational strategies and student-centered approaches to PE instruction.

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THE ROLE OF PHYSICAL EDUCATION IN STUDENT DEVELOPMENT

3.1 Physical Health and Well-being

The most immediate benefit of physical education is the improvement of students’ physical health. Regular participation in structured PE classes helps students maintain healthy body weight, improve cardiovascular endurance, develop muscular strength, and enhance flexibility. These physical gains are particularly critical during university years, when many students adopt sedentary study habits and irregular dietary patterns.

University PE programs typically offer a variety of sports and fitness activities — from traditional sports such as football, volleyball, and basketball to modern disciplines like fitness training, yoga, and swimming. This diversity ensures that students with different interests and abilities can find meaningful participation opportunities, fostering a lifelong commitment to physical activity.

3.2 Mental Health and Psychological Benefits

The mental health benefits of physical education are equally significant. University life is fraught with academic pressures, financial concerns, and social adjustments that can lead to elevated stress levels, anxiety, and depression. Physical activity serves as a natural counterbalance to these stressors by triggering the release of endorphins — neurochemicals associated with feelings of pleasure and reduced pain.

Furthermore, PE classes provide students with structured opportunities to disconnect from digital devices and academic obligations, offering a form of active mindfulness. Research consistently shows that students who engage in regular physical activity report higher levels of life satisfaction, better sleep quality, and greater emotional resilience compared to their sedentary peers.

3.3 Academic Performance

A growing body of evidence suggests a positive correlation between physical fitness and academic achievement. Students who participate regularly in PE demonstrate improved concentration, faster information processing, and stronger problem-solving abilities. Physical activity increases blood flow to the brain, enhancing neural connectivity and cognitive flexibility.

A longitudinal study conducted across several European universities found that students who engaged in at least 150 minutes of moderate physical activity per week achieved significantly higher grade point averages than those who did not. These findings challenge the notion that time spent on PE detracts from academic study, suggesting instead that it enhances the capacity for learning.

3.4 Social and Character Development

Team sports and group physical activities are powerful vehicles for social learning. Through collaborative exercise, students develop communication skills, learn to negotiate and resolve conflicts, practice leadership, and experience both victory and defeat with grace. These experiences contribute directly to the formation of character traits that are valued in the workplace and in civic life.

Physical education also fosters cultural exchange and inclusivity. When students from different backgrounds participate together in sport, barriers of language, ethnicity, and socioeconomic status become less significant. This social dimension of PE is especially relevant in multilingual, multicultural university settings such as the Kokand University Andijan Branch.

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CHALLENGES IN IMPLEMENTING PHYSICAL EDUCATION

Despite its well-documented benefits, physical education in Uzbek universities faces several systemic challenges. First, there is a widespread perception among students and faculty alike that PE is a secondary subject — less important than major academic disciplines. This attitude often results in low student motivation and irregular attendance.

Second, many institutions lack adequate sports infrastructure, including gyms, outdoor sports fields, and specialized equipment. Without proper facilities, quality PE instruction is difficult to deliver consistently. Third, there is a shortage of qualified PE instructors who are trained in modern, student-centered pedagogical methods.

Finally, the growing prevalence of online and hybrid learning models — accelerated by the COVID-19 pandemic — has posed new challenges for maintaining physical activity requirements. Digital education, while offering many advantages, has significantly reduced opportunities for structured physical activity among university students.

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RECOMMENDATIONS

Integrate PE into the core curriculum with mandatory participation requirements and meaningful academic credit.

Invest in modern sports infrastructure and ensure equitable access for all students regardless of major or year of study.

Provide ongoing professional development for PE instructors, with emphasis on motivational strategies, inclusive pedagogy, and modern sports science.

Leverage technology — including fitness apps, online coaching platforms, and wearable devices — to supplement traditional PE instruction, particularly in hybrid learning environments.

Promote inter-faculty and inter-university sports competitions to enhance motivation, community spirit, and institutional pride.

Conduct regular research and assessment of student physical activity levels to inform evidence-based policy decisions.

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CONCLUSION

Physical education is not a peripheral addition to university life — it is a cornerstone of holistic student development. By nurturing physical health, supporting mental well-being, enhancing cognitive performance, and cultivating essential social competencies, PE equips students with the tools they need to thrive in an increasingly demanding world.

Universities in Uzbekistan, including the Kokand University Andijan Branch, have a unique opportunity to lead by example in the region by adopting progressive, evidence-based physical education programs. Doing so will not only benefit individual students but will also contribute to the formation of a healthier, more productive, and more resilient society.

Future research should continue to examine the long-term impact of university PE participation on graduates’ health behaviors and professional outcomes, providing an empirical foundation for sustained institutional investment in physical education.

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REFERENCES

Biddle, S. J. H., & Mutrie, N. (2008). Psychology of Physical Activity: Determinants, Well-being and Interventions (2nd ed.). Routledge.

Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58–65.

Rakhimov, B. (2021). Modernization of Physical Education in Uzbek Higher Education. Tashkent: Education and Technologies.

Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.

Toshmatov, A. (2019). Student-Centered Approaches to Physical Education in Uzbekistan. Fergana: Pedagogical Press.

Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: The evidence. Canadian Medical Association Journal, 174(6), 801–809.

World Health Organization. (2020). WHO Guidelines on Physical Activity and Sedentary Behaviour. Geneva: WHO.

On a Poetry Professor’s Presumption That All Political Poetry

Is a Rant and Therefore Unsuitable as a Subject for

Real Poetry and His Assignment of “Grandmothers” 

as an Appropriate Topic for Students

after Antler’s “Writer’s Workshop”

In this war, this pre-

emptive war, this

ethnically cleansed,

this genocidal hell,

the woman described

as having a shattered

skull, having her brain

removed, having her

breasts ripped off, having

her chest cavity rent,

this scarecrow woman

impaled on a pole in a

plowed-by-armored-vehicle,

she dead

That woman was someone’s

grandmother

You don’t want to believe it

I could show you pictures

“A poem, even a bad poem, was harder to kill than

a cockroach.”  Karl Shapiro

Bred in the dark

like tiny monsters

with flexible spindle

thin legs for scuttling

the way crabs do,

shunning the light

the feral tide of

whiskey scented winds

No hermetically sealed 

container can prevent

them from wheedling

their way inside,

from stealing letters

from the alphabet

for food,

nourishment in the form

of images as 

palpable as the represented

object of desire,

the actual thing

implacable as a spoken

truth; they are what

words infer they are,

sometimes more, often less

War Game Docudrama

movie made for

BBC in middle 60’s

re after the atomic bomb

falls

truths and consequences

for England

but never shown on

TV as it was declared

“too disturbing”

Seen now as

somewhat quaint

though still controversial

for realistic death scenes by:

fallout

fire

radiation sickness

oxygen depravation

special effects lame

compared to what modern

viewers are used to

the reality they show  

much much

worse

Tall Bound Blindfolded Man in Frozen Frames

The silence is absolute after

the rifles’ fire

Five grey gusts of smoke

motionless just beyond the barrels

And the odd, contorted face of

the El Capitan after the order to shoot

has been given

You have to imagine the sound

of his voice

The rifles’ retort

And the echo after in the courtyard

Bullets finding their mark in

the tall, bound, blindfolded man

or gone astray

with others from days past

in the thick, adobe walls that lie

just beyond the limp figure of the target 

12 Safe Places to Die

1-In a graveyard, reading the headstones,

in the rain

2-Over the waterfall, on raft, still

wearing the flag

3-In the desert, before sunrise, on 

a flat alkaline plain

4-By the lake, with the loons calling,

the fog rising

5-In the helicopter, over the LZ,

almost home free

6-Strapped in with the crash test dummies,

heading toward a wall

7-On the beach at low tide, among the men

of war, on the flat blue sea

8-Three fathoms deep, enraptured by 

the deep

9-Sky diving, free falling the currents, no

parachute to interrupt the flight

10-On the golf course, under a spreading

chestnut tree with a nine iron

11-In a bank vault, all the safe deposit boxes

open, all the security cameras off

12-In the underground White House, with the chosen

few, after the bombs have begun to fall

Another Tasteful Discussion of Contemporary War  

The children’s crusade begins at noon,

a massacre of innocents follows soon

after and the plasma, wall-sized TV they

are watching is either out-of-focus, tuned

into some modern artist’s patterned canvas 

or else troop movements and new recruits 

have been camouflaged by a new kind of sky

blue and white pattern, everyone, everything

blended so perfectly no one can sense

a vertiginous loss of place, the weightless

soldiers and their ships neither up nor down,

not anywhere in time or place in this room

or any other room as the well-groomed guests

and their hosts sip amber cocktails, not really

watching what is happening, what the TV

represents, what is slowly being absorbed

into the blood.

PLACENTA: STRUCTURE, DEVELOPMENT AND FUNCTIONS

Abstract:

This thesis discusses the embryonic development, morphological structure, and main functional significance of the placenta. The placenta is an important temporary organ that performs metabolic exchange, hormonal regulation, and protective functions between the mother and the fetus.

Keywords: placenta, fetus, trophoblast, chorion, hormones, blood circulation

Introduction

The placenta is a temporary organ formed during pregnancy that ensures the physiological connection between the mother and the fetus. Its proper development plays a crucial role in the normal growth and development of the fetus.

Main part

Development of the placenta

The placenta is formed as a result of implantation of the blastocyst into the uterine mucosa after fertilization. Trophoblast cells differentiate into cytotrophoblast and syncytiotrophoblast layers. Through these layers, metabolic exchange between the mother and the fetus is established.

Morphological structure

The placenta has a disc-like shape and consists of two main parts:

Maternal part — decidua basalis

Fetal part — chorion frondosum

The placenta contains numerous villi (chorionic villi), which are richly supplied with blood vessels. Through these structures, exchange occurs without direct mixing of maternal and fetal blood.

Functions

The placenta performs the following main functions:

Transport function – delivers oxygen, glucose, amino acids, and other nutrients to the fetus

Excretory function – removes carbon dioxide and metabolic waste

Endocrine function – produces hormones such as progesterone, estrogen, and human chorionic gonadotropin (hCG)

Protective function – acts as an immunological barrier against certain harmful agents

Clinical significance

The location and functional state of the placenta directly affect the course of pregnancy. Conditions such as placenta previa and placental insufficiency can lead to serious complications in fetal development.

Conclusion

The placenta is an essential temporary organ that ensures fetal viability. Any disturbances in its structure or function can negatively affect pregnancy. Therefore, studying the development and function of the placenta is of great importance in medicine.

Mamadiyorova Durdona

Uzbekistan

1)

in response to a monster jam video prompt on YouTube by Poetry Pea Podcast:

dust storm 

the butterfly landing of

a flying raptor 

2)

in response to a video prompt on YouTube by Poetry Pea Podcast:

dusk haze

a shatter of crows

wound the night

3)

in response to a 3 word challenge posted on YouTube by Poetry Pea Podcast:

crisp spring light

a snowflake’s shadow

stitched to the breeze

4)

solstice mirth

a swell of seashells

docking ashore

5)

elk tree 

a cranium of gold

dusky branches 

6)

shrine lamps

san’aa crescents alcove

white dawn

san’aa is an Arabic word for hymn/praise. 

7)

rain ruffles

reclined river

—lush lilies

8)

star-storm haze

pilgrim clouds flock

to Fujisan

9)

square waves

beneath her posture

seismic inhale

10)

dainty moon

aural feet of light

teasing rivers

11)

moon drowns

in Arabian Sea

white albatross

Sheikha A. is a Pushcart and Rhysling nominee from Pakistan and United Arab Emirates. Her poetry appears in a variety of literary venues and has been translated into 10 languages so far. More about her can be found at sheikha82.wordpress.com 

THERE IS NO FUTURE WITHOUT BOOKS

Annotation

This article highlights the incomparable role of books in the life of society, their importance in educating the younger generation, and the issues of developing a reading culture. It substantiates the necessity of effectively organizing literature lessons in the education system and forming reading skills in students. It also discusses the reforms being implemented in our country to improve the system of publishing and distributing book products, develop library activities, and expand book trade. The article emphasizes that bringing books closer to the population and turning them into an integral part of daily life is an important task. As a conclusion, the idea is put forward that a book is the main factor of a person’s spiritual development and that society cannot progress without books.

The homeland – our motherland – possesses its own great and unique book. This book is the history, spirituality, aspirations, and future of our people. Reading it, understanding it, and preserving it is the sacred duty of each of us. Indeed, a book is the greatest blessing that leads a person to perfection, guiding them out of the darkness of ignorance into the light of enlightenment.

Today, it is necessary to pay special attention to literature classes in our schools and colleges. It is important to instill a love for books in the younger generation from an early age and to develop in them skills of independent thinking, free expression, and creative approach. During lessons, it is necessary not only to make students read the text, but also to create opportunities for them to understand, analyze, and debate it. This broadens their thinking and teaches them to look at life consciously.

At the same time, it is important to recommend that students read more fiction, to encourage and support them. A child who reads books grows up not only knowledgeable, but also spiritually mature, patriotic, and well-rounded. Therefore, the development of reading culture should be one of the priority directions of the education system.

Unfortunately, it is also observed that in our lives the place of books is sometimes being replaced by other things. While large shopping centers, markets, and various service outlets are increasing, there are not enough bookstores. Even in large airports, railway stations, or crowded public places, book sales are not properly organized. As a result, people are often forced to waste their time during travel instead of reading newspapers or books.

However, in developed countries, the system of book trade and libraries is well established. It is possible to find books near every station and every торговая точка. This plays a significant role in increasing the reading culture of the population. We also need to bring books closer to people and turn them into an integral part of our daily life.

For this purpose, important reforms are being implemented in our country. In particular, special decrees and resolutions have been adopted to develop the system of publishing and distributing book products and to increase reading culture. Based on these documents, measures are being taken to expand book trade, improve library activities, and provide the population with high-quality and affordable books.

However, these efforts should not be supported only by the state, but by the entire society. Promoting reading in neighborhoods, educational institutions, organizations, and enterprises, organizing book fairs, and holding reading competitions among young people are of great importance.

If we look at the history of our ancestors, we can see that they placed books and knowledge above everything. Our great scholars, commanders, and thinkers understood the world through books and achieved great heights through knowledge. The rich spiritual heritage they left behind is an invaluable treasure for today’s generation.

Tursunaliyeva Zilolaxon, a first-year student at the Faculty of Primary Education of Kokand State University, living in Uchko‘prik district of Fergana region.