MASOFAVIY TA’LIMNING PEDAGOGIK IMKONIYATLARI VA CHEKLOVLARI 

    O’ZBEKISTON DAVLAT JAHON TILLARI UNIVERSITETI TALABASI MADINAXON TO’YCHIYEVA 

    ILMIY RAHBAR: BEGMATOVA SOHIBA MUSTAFOYEVNA 

KIRISH 

So‘nggi yillarda raqamli texnologiyalarning jadal rivojlanishi ta’lim tizimida yangi yondashuvlar va innovatsion shakllarning paydo bo‘lishiga sabab bo‘ldi. Xususan, masofaviy ta’lim an’anaviy auditoriya mashg‘ulotlariga muqobil va qo‘shimcha ta’lim shakli sifatida keng qo‘llanila boshladi. Masofaviy ta’lim axborot-kommunikatsiya texnologiyalari asosida tashkil etilib, o‘qituvchi va ta’lim oluvchi o‘rtasidagi pedagogik muloqotni virtual muhitda amalga oshirish imkonini beradi.

Global miqyosda yuzaga kelgan pandemiya sharoitida masofaviy ta’lim uzluksiz ta’limni ta’minlashning asosiy vositasiga aylandi. Bu holat mazkur ta’lim shaklining pedagogik imkoniyatlari bilan bir qatorda, mavjud muammolari va cheklovlarini ham yuzaga chiqardi. Masofaviy ta’lim o‘quv jarayonini individuallashtirish, ta’lim resurslaridan samarali foydalanish va o‘quvchilarning mustaqil ta’lim olish ko‘nikmalarini rivojlantirishga xizmat qiladi.

Shu bilan birga, masofaviy ta’lim jarayonida o‘qituvchi va o‘quvchi o‘rtasidagi bevosita muloqotning kamayishi, texnik vositalarga bog‘liqlik, nazorat va baholash jarayonlarining murakkablashuvi kabi muammolar mavjud. Ushbu maqolaning maqsadi masofaviy ta’limning pedagogik imkoniyatlari va cheklovlarini ilmiy-nazariy jihatdan chuqur tahlil qilishdan iborat.

INTRODUCTION

In recent years, the rapid development of digital technologies has led to significant changes in the education system and the emergence of innovative teaching approaches. In particular, distance education has become widely used as an alternative and complementary form of traditional face-to-face learning. Distance education is organized on the basis of information and communication technologies and enables pedagogical interaction between teachers and learners in a virtual environment.

On a global scale, distance education became the primary means of ensuring continuity of education during the COVID-19 pandemic. This situation highlighted not only the pedagogical opportunities of distance education but also its existing challenges and limitations. Distance education promotes the individualization of learning, efficient use of educational resources, and the development of learners’ independent learning skills.At the same time, issues such as reduced direct interaction between teachers and learners, dependence on technical infrastructure, and difficulties in assessment and monitoring processes remain relevant. The purpose of this article is to provide a comprehensive scientific and theoretical analysis of the pedagogical opportunities and limitations of distance education.

METODLAR 

Mazkur tadqiqot nazariy-tahliliy xarakterga ega bo‘lib, unda pedagogika, didaktika va ta’lim texnologiyalariga oid ilmiy manbalar tahlil qilindi. Tadqiqot jarayonida quyidagi metodlardan foydalanildi:

Ilmiy adabiyotlarni tahlil qilish metodi – masofaviy ta’limga oid milliy va xorijiy tadqiqotlar o‘rganildi;Qiyosiy tahlil metodi – an’anaviy va masofaviy ta’lim shakllarining pedagogik jihatlari solishtirildi;

Umumlashtirish va tizimlashtirish metodlari – olingan ilmiy xulosalar tizimli tarzda bayon etildi;

Deduktiv va induktiv yondashuvlar – nazariy qarashlardan amaliy xulosalar chiqarildi.

Tadqiqot masofaviy ta’limning pedagogik samaradorligini aniqlash va uning cheklovlarini asoslab berishga qaratildi.

METHODS 

This study is theoretical and analytical in nature. Scientific literature related to pedagogy, didactics, and educational technologies was reviewed. The following research methods were applied:

Literature analysis – examination of national and international studies on distance education;

Comparative analysis – comparison of pedagogical features of traditional and distance learning formats;

Generalization and systematization – organization and synthesis of theoretical findings;

Inductive and deductive approaches – drawing practical conclusions from theoretical concepts.

The research focused on identifying the pedagogical effectiveness of distance education and substantiating its limitations.

NATIJALAR 

Tadqiqot natijalari masofaviy ta’limning bir qator muhim pedagogik imkoniyatlarga ega ekanligini ko‘rsatdi. Jumladan:

Birinchidan, masofaviy ta’lim ta’lim jarayonini individuallashtirish imkonini beradi. Har bir o‘quvchi o‘zining bilim darajasi, o‘rganish tezligi va qiziqishlariga mos ravishda ta’lim olishi mumkin.

Ikkinchidan, masofaviy ta’lim mustaqil ta’lim kompetensiyalarini rivojlantiradi. O‘quvchilar axborotni izlash, tahlil qilish va qayta ishlash ko‘nikmalarini egallaydi.

Uchinchidan, raqamli ta’lim resurslaridan foydalanish imkoniyati kengayadi. Video darslar, elektron darsliklar, interaktiv testlar va virtual laboratoriyalar ta’lim samaradorligini oshiradi.

To‘rtinchidan, masofaviy ta’lim vaqt va makon cheklovlarini bartaraf etadi, bu esa ta’lim olish imkoniyatlarini kengaytiradi.

Biroq, tadqiqot davomida masofaviy ta’limning quyidagi cheklovlari ham aniqlandi:

texnik vositalar va internet tarmog‘iga yuqori darajada bog‘liqlik;

pedagogik nazoratning murakkablashuvi;

o‘quvchilarning motivatsiyasi pasayishi ehtimoli;

ijtimoiylashuv va bevosita muloqotning yetishmasligi.

RESULTS 

The results of the study indicate that distance education has several significant pedagogical advantages.

First, distance education enables the individualization of the learning process. Learners can study according to their own pace, level of knowledge, and personal interests.

Second, it contributes to the development of independent learning competencies. Students acquire skills such as information searching, critical analysis, and self-regulation.

Third, the use of digital educational resources is expanded. Video lectures, electronic textbooks, interactive tests, and virtual laboratories enhance learning effectiveness.Fourth, distance education eliminates time and space constraints, thereby increasing access to education.

However, the study also identified several limitations of distance education, including:

high dependence on technical equipment and internet connectivity;

difficulties in ensuring effective pedagogical control and assessment;

potential decrease in learners’ motivation;

lack of direct social interaction and communication.

MUHOKAMA 

Olingan natijalar shuni ko‘rsatadiki, masofaviy ta’lim pedagogik jarayonni zamonaviy talablar asosida tashkil etishda muhim ahamiyat kasb etadi. Ushbu ta’lim shakli ta’lim oluvchilarning faolligini oshiradi va ularni o‘z ta’lim faoliyati uchun mas’ul bo‘lishga undaydi.

Biroq, masofaviy ta’limning samaradorligi ko‘p jihatdan pedagoglarning raqamli kompetensiyalariga, ta’lim platformalarining sifatiga va o‘quvchilarning ichki motivatsiyasiga bog‘liq. Shu sababli masofaviy ta’limni an’anaviy ta’lim bilan uyg‘unlashtirgan holda tashkil etish maqsadga muvofiq hisoblanadi.Aralash ta’lim modeli masofaviy ta’limning mavjud cheklovlarini kamaytirish va uning pedagogik imkoniyatlaridan to‘liq foydalanishga xizmat qiladi.

DISCUSSION 

The findings suggest that distance education plays an important role in modernizing the educational process in accordance with contemporary requirements. This form of education increases learner autonomy and encourages responsibility for one’s own learning activities.

Nevertheless, the effectiveness of distance education largely depends on teachers’ digital competencies, the quality of online learning platforms, and learners’ intrinsic motivation. Therefore, integrating distance education with traditional face-to-face instruction is considered an effective approach.The blended learning model helps reduce the limitations of distance education while maximizing its pedagogical benefits.

XULOSA 

Xulosa qilib aytganda, masofaviy ta’lim zamonaviy ta’lim tizimining muhim tarkibiy qismi bo‘lib, u pedagogik jihatdan katta imkoniyatlarga ega. Shu bilan birga, uning samaradorligini oshirish uchun texnik infratuzilmani rivojlantirish,pedagoglarning raqamli savodxonligini oshirish va o‘quvchilarning motivatsiyasini kuchaytirishga qaratilgan chora-tadbirlar zarur. Masofaviy ta’limni ilmiy asosda takomillashtirish ta’lim sifatini oshirishga xizmat qiladi.

CONCLUSION 

In conclusion, distance education is an essential component of the modern education system and offers substantial pedagogical opportunities. At the same time, improving technical infrastructure, enhancing teachers’ digital skills, and strengthening learners’ motivation are necessary to increase its effectiveness. Scientifically grounded development of distance education contributes to improving the overall quality of education. 

FOYDALANILGAN ADABIYOTLAR 

1.Moore, M. G., & Kearsley, G. (2012). 2.Distance Education: A Systems View of Online Learning.

3.Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.

4.UNESCO. (2020). Distance learning strategies in response to COVID-19.

5.Anderson, T. (2008). The Theory and Practice of Online Learning. 

REFLECTIONS ON THE CONCEPT OF INCLUSIVE EDUCATION AND DEVELOPMENT FOR CHILDREN WITH DISABILITIES

Abduolimova Diyora
Student at Uzbekistan State University of World Languages
abduolimovadiyora@gmail.com

Abstract: This thesis analyzes the main principles of inclusive education, its social and psychological significance, and the development directions in Uzbekistan. Inclusive education aims to integrate children with special needs into society. The thesis provides detailed information on the impact of inclusive education on children’s psychology, the necessity of teacher training, and the strategies that need to be implemented in the future.

Keywords: Inclusive education, children with disabilities, psychological development, Uzbekistan, Salamanca Declaration, social integration, teacher training.

Annotatsiya: Ushbu tezis inklyuziv ta’limning asosiy tamoyillari, uning ijtimoiy va psixologik ahamiyati hamda O‘zbekistondagi rivojlanish yo‘nalishlarini tahlil qiladi. Inklyuziv ta’lim maxsus ehtiyojga ega bolalarni jamiyatga integratsiya qilishni maqsad qiladi. Tezisda inklyuziv ta’limning bolalar psixologiyasiga ta’siri, o‘qituvchilarni tayyorlash zarurati hamda kelajakda amalga oshirilishi lozim bo‘lgan strategiyalar haqida batafsil ma’lumot berilgan.

Kalit so‘zlar: Inklyuziv ta’lim, nogironligi bo‘lgan bolalar, psixologik rivojlanish, O‘zbekiston, Salamanka Deklaratsiyasi, ijtimoiy integratsiya, o‘qituvchilarni tayyorlash.

Аннотация: В данной работе анализируются основные принципы инклюзивного образования, его социальное и психологическое значение, а также направления развития в Узбекистане. Инклюзивное образование направлено на интеграцию детей с особыми потребностями в общество. В работе представлена подробная информация о влиянии инклюзивного образования на психологию детей, необходимости подготовки учителей и стратегиях, которые необходимо реализовать в будущем.

Ключевые слова: Инклюзивное образование, дети с инвалидностью, психологическое развитие, Узбекистан, Саламанкская декларация, социальная интеграция, подготовка учителей.

The education system for children with disabilities is crucial in ensuring equality in society. Every child, regardless of their health status, has the right to an education. However, traditional education systems often fail to meet the needs of children with disabilities. Inclusive education is an approach aimed at ensuring that every child, including those with special needs, has access to quality education. This approach emphasizes the importance of creating conditions where all children, including those with special needs, can learn together and be fully integrated into society. Many educators, educational specialists and psychologists have provided explanations about the essence of inclusive education and its unique features. The Salamanca Declaration, approved by UNESCO in 1994, established the global foundations of inclusive education, urging nations to ensure that children with disabilities are included in general education systems. The declaration states, “Children with special needs should not be excluded from education but should learn alongside other children.” This document has greatly contributed to the development of inclusive education worldwide.

The Salamanca Statement and Framework for Action on Special Needs Education also present the key principles and approaches necessary for the implementation of inclusive education. The document outlines essential measures for optimizing education systems and creating equal opportunities for all children. The book Special Educational Needs, Inclusion and Diversity, published by Frederickson and Cline in 2002, provides an in-depth analysis of inclusive education and the education of children with special needs. This work presents important approaches to the main principles of inclusive education, its development, and methodology. The book discusses how to include children with special needs in the learning process, how to develop their roles within the educational process, and how to integrate them into society while addressing both theoretical and practical issues.

1. Basic Concepts of Special Needs and Inclusion: In their work, Frederickson and Cline deeply explore the concept of children with special educational needs and the essence of inclusive education. The goal of inclusive education is not only to adapt education for children with special needs but also to provide flexible educational opportunities for all children according to their needs. Inclusive education is viewed as a system that helps raise children as equal and active citizens in society.
2. Diversification of the Education System: The book also discusses the necessity of changing and diversifying the education system. Inclusive education emphasizes creating a learning process tailored to all children, taking into account their social, cultural, and physical characteristics. This includes providing individual support to each child based on their needs and abilities.
3. Pedagogical Methodology: Frederickson and Cline place significant emphasis on preparing teachers for inclusive education. To effectively implement inclusive education, teachers need to have special methods and individualized approaches. The book presents the most effective ways to train teachers and pedagogical methodologies. For example, it discusses the need for educational programs suited to children’s specific needs, the adaptation of learning materials, and the variety of teaching methods.
4. Social Integration and Collaborative Learning: The book also discusses the relationship between inclusive education and social integration. Inclusive education is not only about acquiring knowledge but also about developing social skills, fostering intercultural understanding, and improving interactions between children. In an inclusive environment, both typically developing children and children with disabilities can learn together and find their place as equal members of society.
5. Practical Approaches and Challenges: Frederickson and Cline also analyze the practical challenges faced when implementing inclusive education. The book discusses issues such as the lack of preparation in educational institutions, difficulties in training teachers in special educational methods, and financial and resource shortages. The authors offer approaches and practical solutions to overcome these challenges.

Frederickson and Cline highlight the following important principles for successfully implementing inclusive education:

1. Equality and Fairness: Every child, whether healthy or disabled, should have equal rights to education. Creating equal opportunities for all children is the primary goal of inclusive education.

2. Adaptation and Individual Approach Since each child has different needs and abilities, it is crucial to adapt education and provide individualized approaches. Teachers should create flexible learning materials and methods for children with special needs.
3. Teamwork and Integration: In inclusive education, children should work together and develop their social skills. This helps every child find their place in society.

4. Optimization of the Education System: Educational institutions and classrooms must be adapted for children with special needs. Teachers should be trained in special methodologies, and the advantages of inclusive education should be promoted within society.
In Uzbekistan, serious efforts are being made to develop inclusive education. In 2020, the Ministry of Education of the Republic of Uzbekistan introduced national guidelines aimed at supporting children with disabilities in mainstream schools. However, the level of implementation differs across regions. Urban schools are generally better prepared, while rural schools often lack trained specialists and adapted educational materials. This shows that policy reforms must be supported by practical actions at the school level.

According to official data from the Ministry of Education (2020), only about 30% of public schools in Uzbekistan were partially adapted for inclusive education. This statistic highlights that infrastructure development remains one of the main challenges in the education system.

Azizova S. (2020) highlighted experiences related to the development of inclusive education in Uzbekistan in her dissertation. In her dissertation titled “Implementing Inclusive Education for Children with Special Needs: The Experience of Uzbekistan,” she analyzed Uzbekistan’s major achievements and challenges in the field of inclusive education. This research provides detailed information on the important steps in implementing inclusive education in Uzbekistan’s education system, as well as educational programs and pedagogical methodologies for children with special needs.

Azimov T. (2019) in his research analyzed the state of the education system for children with special needs in Uzbekistan, emphasizing that serious changes need to be made in the existing system. In his work titled “Education for Children with Special Needs: The Situation and Development in Uzbekistan,” he analyzed the reforms being carried out in Uzbekistan’s education system to develop inclusive education.

The main advantages of inclusive education include:

1. Social Equality and Inclusivity: Inclusive education creates equal opportunities for all children in society and helps them adapt to society. Every child, whether healthy or with disabilities, has the right to education. This is the main goal of the educational process.

2. Psychological Development: Inclusive education for children with special needs not only enhances their knowledge but also helps develop their self-confidence. Through this education, children feel like members of society and gain full confidence in their abilities.

3. Interpersonal Social Relations: Through inclusive education, children with special needs study alongside healthy children, developing their social skills through interaction. This helps them find their place in society.

There are some challenges in implementing inclusive education:

• Unprepared Educational Institutions: Many schools and educational institutions lack the necessary infrastructure for children with special needs. The buildings and classrooms are not adapted for children with disabilities.
• Unqualified Teachers: Teachers play a crucial role in the successful implementation of inclusive education. Training teachers in special education methodologies, creating individualized learning plans, and providing the necessary skills to consider the psychological and pedagogical development of children with special needs are essential for success.
• Financial Resources: There is a shortage of financial and material resources needed to expand inclusive education. This hinders the quality of the education system.
  Although inclusive education policies exist in Uzbekistan, their real effectiveness depends on classroom practice. Many teachers still lack professional training in inclusive teaching methods, and large class sizes make it difficult to provide individual support. Without continuous teacher development and stable funding, inclusive education may remain theoretical rather than practical. Therefore, stronger monitoring and regular training programs are necessary.

The following directions are essential for developing inclusive education:

• Improving Teacher Qualification: Teachers must be trained in the basic principles and methodologies of inclusive education, which will help them successfully organize the educational process.
• Improving Infrastructure: Schools and educational institutions must be adapted for children with special needs, and necessary technical and psychological conditions must be created.
• Promoting Public Awareness: It is essential to promote inclusive education widely and raise awareness about its benefits. People need to have more information about the advantages of inclusive education.

In conclusion, the primary goal of inclusive education is to ensure equal rights for children with disabilities to receive education and integrate them into society. This education system not only focuses on acquiring knowledge but also helps in the psychological and social development of children. With inclusive education, children can increase their self-confidence and find their place as members of society. While some steps have been taken to develop inclusive education in Uzbekistan, challenges still exist. Schools are not adequately adapted for children with disabilities, there are difficulties in training teachers in special education methods, and financial resources are lacking. Therefore, it is necessary to train teachers in inclusive education, adapt educational institutions, and raise public awareness about this issue. Only then will children with disabilities be able to find their place in society as equal citizens. Through inclusive education, the social, psychological, and spiritual development of every child is ensured, which contributes to the stability and development of society.

References

1. UNESCO. The Salamanca Statement and Framework for Action on Special Needs Education. 1994.
2. Azizova,S. Implementing Inclusive Education for Children with Disabilities: The Experience of Uzbekistan (dissertation). Tashkent State Pedagogical University, Tashkent, 2020.
3. Ministry of Education of the Republic of Uzbekistan. Directions for the Development of Inclusive Education. Tashkent, 2020.
4. Azimov,T. Education for Children with Disabilities: The Situation and Development in Uzbekistan. Tashkent: Ministry of Education of the Republic of Uzbekistan, 2019.
5. Frederickson, N., & Cline, T. Special Educational Needs, Inclusion, and Diversity. Open University Press, 2002.

My name is Diyora Abduolimova. I am a third-year bachelor’s student at Uzbekistan State University of World Languages. I study Foreign Language and Literature. I am interested in learning new languages and improving my communication skills. Currently, I am learning Korean and French. I like exploring different cultures and traditions. My hobbies include photography, nature walks, and reading books. I share my photography works on my Pinterest account and enjoy capturing natural beauty and meaningful moments.

Digitalization in the global economy and its impact on the labor market

Tashkent State University of Economics
Faculty of Economics Student

Nematova Zarina Ochilboyevna

Email: zarinanematova.oo7@gamil.com

Tel:(+998) 93 869 11 30

Annotatsiya: Ushbu maqolada XXI asrda texnologiyalarning iqtisodiyotdagi ajralmas o`rni hamda raqamli iqtisodiyotning jadal rivojlanishi yoritib beriladi. Zamonaviy kasblarda raqamlashtirish imkoniyatlaridan samarali foydalanish masalalari tahlil qilinadi.  Tadqiqotda statistic va qiyosiy tahlil usullaridan foydalaniladi. Shuningdek yaqin kelajakda raqamlashtirish jarayonlarining mehnat bozoriga ta`sir darajasi o`rganib  chiqiladi.

Abstract: This article explores the integral role of technology in the 21st-century economy and the rapid development of the digital economy. It analyzes issues related to the effective utilization of digitalization opportunities in modern professions. The study employs statistical and comparative analysis methods. Furthermore, it examines the potential impact of digitalization processes on the labor market in the near future. 

Аннотация: В данной статье рассматривается неотъемлемая роль технологий в экономике XXI века и стремительное развитие цифровой экономики. Анализируются вопросы эффективного использования возможностей цифровизации в современных профессиях. В исследовании применяются статистические и сравнительные методы анализа. Кроме того, изучается степень влияния процессов цифровизации на рынок труда в ближайшем будущем.

Introduction. The widespread adoption of Internet technologies and the development of cloud computing services have led to the integration of digital and automated tools across various sectors of the economy. These processes are bringing significant changes to the labor market. This article moves away from the one-sided view that artificial intelligence and digitalization reduce jobs, and instead analyzes modern professions emerging alongside them, such as data analysts, artificial intelligence specialists, and digital marketing managers.
Researchers emphasize that automation and digitalization may lead to the reduction or disappearance of certain professions. For instance, according to McKinsey Global Institute (2017), at least 30 percent of existing occupational activities can be automated with current technologies. The main purpose of this article is to highlight these changes.

Research methodology. This article is based on a survey study. On January 31, 2026, a survey was conducted among more than 50 citizens rushing to work in different districts of Tashkent city. Respondents were asked about their profession, the role of technology in daily life, and their income level.
The analysis of income levels showed that specialists in artificial intelligence and information technology earn relatively higher salaries.

Literature review. In 2020, V. Bahriddinov studied the impact of the digital economy on the labor market, particularly analyzing the emergence of new digital professions and the transformation of existing jobs.
In 2022, Ixodjayev published a scientific article examining the effectiveness of applying digital technologies in the labor market, highlighting the direct impact of digital skills on employment opportunities.

1. Shodiyev analyzed the relationship between digital skills and the labor market, identifying the lack of preparedness of the workforce for modern technologies as a pressing issue.
2. Soliyev and M. Ergashev studied the alignment between the digital education system and labor market requirements, scientifically proving the need for their coordination.
   In the late 1940s, the emergence of the first computers capable of processing large volumes of information spurred the development of computerization on a wide scale. By the 1960s, the first automated management systems were created and implemented in production management. In subsequent decades, the scientific community contributed significantly to shaping the foundation of the digital economy as a system based on digital technologies.
   Some researchers focus not on the direct link between job descriptions and the risk of job loss, but rather on which types of work are unlikely to be automated or replaced by artificial intelligence. For example, Autor (2015), Fagan (2017), Furman (2017), and Couple (2019) emphasize creativity and problem-solving abilities. Brynjolfsson, McAfee, and Jurvetson (2015) highlight the importance of developing skills in idea generation, pattern recognition, decision-making, and complex communication. Mokyr, Vickers, and Ziebarth (2015) consider codifiable and repetitive tasks as the most suitable candidates for mechanization.
   Morikawa (2017) found that in Japan, employees with professional or graduate degrees in natural sciences or professional licenses were less fearful of losing their jobs due to automation and robots. However, according to Morikawa, younger generations assess the risk of job loss higher, as they face a long period of technological development ahead. Conversely, a study conducted in New Zealand (Heatley 2020) showed that attitudes toward the idea that “robots and AI will take people’s jobs” did not differ significantly by age. However, the same study revealed a notable difference between those earning above $50,000 and those earning less, with lower-income groups expressing greater concern.
   Van Ark (2016) discussed the “productivity paradox,” noting that despite the widespread adoption of digital technologies, productivity growth remains uneven across sectors. Bessen (2019) emphasized that the impact on employment is not only linked to automation but also to demand-side reactions. Similarly, ILO (2021) noted the transformative yet uneven impact of digital labor platforms on global employment structures.

The development of ICT in Uzbekistan was carried out in accordance with the National Program for the Development of the Information and Communication System of the Republic of Uzbekistan for 2013–2025. As President Shavkat Mirziyoyev noted in his speech at the expanded meeting of the Cabinet of Ministers in 2016, dedicated to the main results of the country’s socio-economic development and the most important priorities of the economic program for 2017: “Our next urgent and future task is to ensure the effective functioning of the ‘Electronic Government’ system.” Taking into account the tasks set, the Ministry for the Development of Information Technologies and Communications of the Republic of Uzbekistan and the World Bank planned to implement joint projects in the field of the digital economy and e-government. The current stage of digital economy development in Uzbekistan is characterized as a formative period with high growth dynamics.

Decrees and Decisions of the Republic of Uzbekistan

• “Digital Uzbekistan – 2030” strategy
• Regulatory documents governing IT Park activities
• Decisions on electronic payments and digital banking services

More than 1,000 public services, 5,000 functions, 240 databases, and the powers of over 100,000 civil servants will be integrated. Applications will be received, distributed among executors, and monitored by artificial intelligence. By 2026, the number of proactive and consolidated public services will reach 100.

Research results

 The research results show that 31 respondents were representatives of computer-based fields, 19 were engaged in physical activities requiring human involvement, and 7 refused to answer. The findings indicate that this sector is developing rapidly and that demand for AI experts is increasing.

Both developed and developing countries have identified digitalization as one of the key areas. Just like electricity, artificial intelligence has become an integral part of our lives. In the future, AI will not eliminate human jobs; rather, professions will adapt and evolve. New jobs will be created in fields such as AI, Data Science, Machine Learning Engineering, Software Development, Cybersecurity, and Cloud Computing. Modern professions will emerge, and demand for experts in their fields will remain strong. It should also be noted that specialists with academic skills are more competitive in the labor market.

According to job posting analysis, demand for AI and machine learning skills has increased by approximately 65%, demand for data analytics skills by about 56%, and demand in automation and robotics by around 36%.

Discussion

The study examined the extent of digitalization in Tashkent, the capital of Uzbekistan, as a representative of developing countries. The 7 respondents who refused to answer may fear that demand for their professions will decline in the coming years. R. Shodiyev identified the workforce’s lack of readiness for digital technologies as a pressing issue. However, it should be emphasized that significant changes are currently being implemented in the education sector, with the aim of preparing high-quality specialists in the future. Morikawa (2017) also noted that young generations face a long period of technological development, which increases the perceived risk of job loss. However, Bessen’s studies in the United States and New Zealand show that mainly those with only secondary education fear losing their jobs.

Conclusion

Digitalization has already become an inseparable part of our lives. Both developed and developing countries are adopting digitalization and artificial intelligence in their economies and other sectors. Digitalization and AI are created by humans and remain under human control. Their purpose is to make life and daily activities easier. While some jobs may be reduced, new ones will be created. Professions will modernize and evolve alongside technology. These include AI specialists, Data Analysts, Data Scientists, Machine Learning Engineers, Software Developers, Cybersecurity Experts, and many others. The results of our research also confirm this trend: demand for specialists in their fields will always remain strong in the labor market.

References:

1.Automation Fear – avtomatlashtirishning mehnat bozoriga ta’siri bo’yicha ilmiy tadqiqot. (PDF material)

2.Iqtisodiyotni raqamlashtirish mehnat bozorida bandlik darajasini oshirish omili sifatida // “Yashil iqtisodiyot taraqqiyoti” ilmiy jurnali.

https://yashil-iqtisodiyot-taraqqiyot.uz/journal/index.php/GED/article/view/164/158

3.‘’Raqamli iqtisodiyot’’ o’quv qo’llanma -2020.  C.C.Gulyamov, R.X.Ergashev, C.N.Xamrayeva.

4.Prezidentimiz murojatnomasi: islohotlarning real natijalari, o’zgarishlarning hayotimizdagi aksi va kelgusi ustuvor vazifalari aniq fakt va raqamlarda.

5.Sun’iy intellekt va avtomatlashtirishga oid ilmiy maqola: 4391_459–473.pdf.

6.View of SUN’IY INTELLEKT VA RAQAMLI IQTISODIYOT RIVOJLANISHI.

https://herald.kokanduni.uz/index.php/public_html/article/view/254/50

Joint Educational Programs

Mahamqulova Ruhshona Rustam qizi

Sharq tillari fakulteti

Filologiya va tillarni o’qitish:koreys tili

yo’nalishi talabasi

rukhshonamahamqulova@gmail.com

+998-91-039-50-99

Annotation: This article provides information on the significance and key characteristics of joint educational programs for students. Through these programs, it is possible to observe how undergraduate, graduate, and doctoral students develop an understanding of the global academic environment and undergo noticeable changes in their worldview. Based on international standards, the program relies on effective cooperation between two universities and the involvement of experienced faculty members and a dedicated academic team, offering a unique educational experience that has a transformative impact on students’ lives.

Keywords: joint educational program, undergraduate studies, Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, State Testing Center

Joint (Dual-Degree) Educational Programs. A joint (dual-degree) educational program is a form of education that provides for the training of specialists and the awarding of a qualification (diploma) recognized in all countries where the foreign partner higher education institutions are located, based on an agreement signed between the Republic of Uzbekistan and foreign partner higher education institutions. It is known that starting from January 1, 2022, a procedure for expert evaluation of joint educational programs was introduced by the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan. Only those joint educational programs that have received a positive expert evaluation are permitted to carry out educational activities.

From that date onward, many state universities located across Uzbekistan have launched joint educational programs in various fields. Examples include the joint educational program between Tashkent State University of Law and the Ural State Law University named after V. Yakovlev; the joint program between Uzbekistan State World Languages University and Dalian Polytechnic University; and the joint educational programs implemented by Bukhara State University in cooperation with Széchenyi István University of Hungary. Through these programs, students are able to obtain diplomas from both local and foreign higher education institutions simultaneously, gain opportunities to study abroad during their education, and benefit from learning new languages and cultures.

Admission Requirements for Joint Educational Programs: First, announcements for online applications are published on the official websites or social media platforms of the selected universities or institutes. After submitting an application, entrance examinations are conducted in accordance with the admission procedures jointly developed by the higher education institution of the Republic of Uzbekistan in agreement with the foreign partner institution.

Applicants who score at least 30 percent of the maximum possible score in the first-stage examination are eligible to participate in the second stage. In the second stage, based on the request of the higher education institution of the Republic of Uzbekistan, an entrance examination in the foreign language of instruction of the joint educational program is administered by the State Testing Center under the Cabinet of Ministers of the Republic of Uzbekistan. Applicants who obtain at least 30 percent of the maximum possible score in this examination are allowed to participate in the competitive selection process for the joint educational program and are admitted in accordance with the established admission parameters.

Organization of the Educational Process: In joint educational programs, classes are delivered in a comprehensive and high-quality manner by both local and foreign faculty members. The teaching process широко incorporates modern technical equipment, interactive teaching methods, practical training sessions, and project-based learning approaches that meet contemporary educational standards. In some programs, students have the opportunity to complete a certain portion of their studies at the foreign partner university itself.

The primary objectives of these programs include elevating the quality of education in Uzbekistan to an international level, training highly qualified and modern-thinking specialists, promoting academic mobility, and adapting students to the global labor market. Joint educational programs offer numerous advantages for students, such as the opportunity to obtain a foreign diploma, in-depth study of foreign languages, acquisition of international experience and knowledge, increased competitiveness in employment, and the development of independent thinking and adaptability.

Conclusion: In conclusion, joint educational programs represent one of the most promising directions of the modern education system. They play a significant role in enhancing the academic competence of the younger generation, preparing specialists with international experience, and increasing the prestige of the national education system.

References:

1. https://lex.uz/ru/docs/-5495526
2. https://www.tsul.uz/general-page/top-menu-sovmestnaya-obrazovatelynaya-programma
3. https://uzswlu.uz/qoshma-talim-dasturlari
4. https://qabul.tdau.uz/uz
5. https://abit.buxdu.uz/qoshma-talim-dasturi-haqida/

Both Sides Now

The look in the two eyes, green, green—

yet one is saying, Slow down approaching me.

The scar across the bridge of the nose yields

at crest, accounting for some preservation

of innocence lingering on the readier side of my face

when I cover the opposite side with a book

standing in front of a mirror, its LED square,

with a swirled boundary of yin and yang persisting

as I shift the book, looking at my look, this side

then that side, seeing here the careworn singer

cricket of summer, there the burdening ant

in how one brow lifts, the other will not.

The flare of both nostrils, one declaring

Something around here’s gone sour…the other’s wing

wanting to increase its faith in burning

one more lavender candle. The shush cleft

of the upper lip hopelessly wanting to give its secret

away with a grin, the teeter-totter down

side of the mouth from a tick it’s got working

out our monthly budget. All the blame

on either side of me bristles with two-day stubble

counter-patterned to keep my Gillette attentive.

Dad? Is that you? Mom? From how deep, I must

be seeing the bust from an old temple for Janus

in times that modeled inordinate hiving of

our DNA in enchanted unison under

harvest moons. Moon face. Bright eyes—

one with a sagging lid. The one cheek

less buttoned, the sharper one. Is there no truth

in the balance of your scales?—now peering,

without the book, for the wholeness of my one regard,

wanting to un-see this divide

I have so looked into this curious hour, to the open

pores. And oh wrinkles, where is that cream for you?

Radar

Each time I beam in on one in the movies

my own searching nearness dimly flickers.

Time quickens with the needle

sweeping the element in reach

where you had always been. Then one day

your look stilled in mine, just for a bleep,

and you smiled. My eyes batted.

The sea of the world turned opaque,

enveloping, swimming clear in anonymity

where, closer, closer, read and reread

back and forth like a palindrome, singularly

that flash of you pulsed and blossomed

again on the dark instrument of Who’s there?

The slip away? The jolt and tremor? What is

everything? Seeing it come for you?

Skywalk

A pheasant’s flight over a country road

came to mind once when I was in the city

tubed in the glass of a skywalk

looking down at the traffic on the street

on the way from one building’s wide throughways

past pricey boutiques to a Starbucks and ATMs.

Under gray rain, if you knew your way

through the construction labyrinth of downtown,

you didn’t need to open an umbrella.

Mine kept furled neatly in my hand.

My head was full of everything going

into work, with this one suspended glimpse

of the world around me thickening in a drum

of downpour, then hushing at the let-up,

the dark wet street below eye-beamed

with headlights, glowing with tail lights.

Night had fallen clear on my way home.

I had a minute to stop and hover

imagining myself sole in ascent

through a hazy nimbus of the buildings’ lights

up into an utter blind gap of space

where the charts of the stars clustered

to a stunned emptying of the mind before

I came down with my nothing among the commuters.

Michael Todd Steffen’s third book, I Saw My Life, is being published by Lily Press (www.lilypress.com) in March 2026. Mike lives in Somerville, Massachusetts. He helps coordinate The Hastings Room Reading Series and frequently publishes articles about new and established poets on the Boston Area Small Press and Poetry Scene website. His poems have appeared in journals, including The Boston Globe, The Dark Horse, Everse Radio,North of Oxford and Ibbetson Street. Boris Dralyuk (managing editor for Nimrod Journal) writes, I have read [Steffen’s] poems with enormous satisfaction. His lines are supple and wear their unmistakable wisdom lightly.

MY SWEET HEART: A VALENTINE SONG

Thou art my sweet love

A flaming fire

burning like an incandescent lamp

suffusing aura ,aroma and fragrance

like a wild flower wet with

morning dew drops like pearls.

A scintillating light

Your beautiful rosy face

like that of Venus, Helen and Cleopatra.

A paragon of beauty indeed !

An eternal glow and beauty always

haunts me…

I draw near

Thou disappears

like an illusive vision

with an innocent nod.

My love love is the fragrance

of rose

The petals of Lotus

Always whispering!

Though Time consumes

Love and beauty

I know, Time ‘ll take me away

Yet I love you in the deep solitude.

I love thy immortal soul

Your everlasting soul

 mingling into mine

to a harmonious whole.

Love is Light

Love is the Eden of Paradise

A sordid and virtual world to a Paradise.

@ Kalipada Ghosh, INDIA.

RAQAMLI IQTISODIYOTNING BUGUNGI HOLATI, MUAMMO VA YECHIMLAR   

Turdimurodova Fotima 

Buxoro innovatsiyalar universiteti talabasi                                                        

email:fotimaturdimurodova7@gmail.com

Abstract

This article analyzes the emergence of the digital economy, the importance of digital technologies in the global economy and social life, the development of digital platforms, as well as the advantages and disadvantages of the digital economy. Based on the analysis, several proposals have been developed to address existing problems.

Key words:

Global Internet Protokol (IP) trafigi, innovatsion platformalar, onlayn platformalar, raqamli iqtisodiyot, raqamli platformalar, raqamli transformatsiya, ‘‘Raqamli O‘zbekiston – 2030 ‘‘, robototexnika, sun’iy ong, super platformalar, tarmoq effekti, tranzaksion platformalar. 

Аннотация.

 В данной статье анализируется возникновение цифровой экономики, значение цифровых технологий в мировой экономике и обществе, развитие цифровых платформ, преимущества и недостатки цифровой экономики. На основе анализа разработаны некоторые предложения по устранению существующих проблем. 

Ключевые слова:

 глобальный интернет-протокол (IP), инновационные платформы, онлайн-платформы, цифровая экономика, цифровые платформы, цифровая трансформация, «Цифровой Узбекистан – 2030», робототехника, искусственный интеллект, «суперплатформы», сетевой эффект, транзакционные платформы.

Abstract.

 This article analyzes the emergence of the digital economy, the importance of digital technologies in the world economy and society, the development of digital platforms, the advantages and disadvantages of the digital economy. Based on the analysis, some proposals have been developed to eliminate existing problems.

Keywords:

Global Internet Protocol (IP) traffic, innovative platforms, online platforms, digital economy, digital platforms, digital transformation, ‘‘Digital Uzbekistan – 2030‘‘, robotics, artificial intelligence, super platforms, network effect, transactional platforms.

Introduction

The digital revolution has transformed our lives and societies to an unprecedented extent, creating significant opportunities in the economy while also giving rise to certain challenges. The development of the digital economy is one of the priority areas for leading countries such as the United States, the United Kingdom, Germany, and Japan. In recent years, a new wave of development in business and the social sphere has been driven by a new generation of digital technologies, including artificial intelligence, robotics, and wireless communication technologies.

New technologies can make a substantial contribution to the achievement of the Sustainable Development Goals; however, the expected positive outcomes may not always be fully realized. If we aim to harness the full social and economic potential of digital technologies, it is essential to urgently enhance cooperation among states in order to prevent unintended consequences. In our country as well, special attention has begun to be paid to the development of this sector. In his Address to the Oliy Majlis on December 28, 2018, the President of the Republic, Sh. Mirziyoyev, proposed the implementation of the “Digital Uzbekistan – 2030” program by 2030.

Analysis of the Relevant Literature

The concept of the digital economy was first introduced in the 1990s during the period of economic crisis in Japan by a Japanese professor. First of all, it should be noted that the digital economy consists of a chain of interrelated production and management processes, the integral element of which is the exchange of information carried out through inter-chain digital technologies (human-to-human, machine-to-machine, via cloud systems, and between data centers).

The main objectives of the digital economy program have been highlighted in the literature. The digital economy represents a form of economic activity in which data in digital form serve as the key factor in production and service delivery. By processing large volumes of information and analyzing the results of such processing, more efficient solutions are implemented in various areas, including production, service provision, technologies, devices, storage, and product delivery, compared to traditional systems.

In other words, the digital economy is an activity associated with the development of digital computer technologies, encompassing online service provision, electronic payments, e-commerce, crowdfunding, and other related fields. In our view, the digital economy is an economic activity carried out and managed through digital technologies under conditions of scarce economic resources. The main challenge facing any economic system is resource scarcity, and in the digital economy, primary attention should also be directed toward addressing this issue.

Research Methodology

In the article, comparative–evolutionary analysis is used to study the role of digital platforms in the global economy. Statistical and mathematical methods are applied to analyze the market capitalization of companies occupying higher and lower positions, as well as the development trends of transnational companies based on digital platforms. Statistical grouping and comparison methods are used to assess Internet coverage across regions. In addition, the level of Internet traffic usage in the development of the digital economy is explained on the basis of dynamic analysis.

Analysis and Results

The following advantages of the digital economy are identified; it is estimated that labor productivity may increase by up to 40%:

the digital economy has the capacity to collect, use, and analyze a very large amount of information (digital data);

• the emergence of new forms of employment delivered through online platforms;

the emergence of new forms of employment delivered through online platforms;

changes in the commercial infrastructure for specialized services as a result of digital transformation.

changes in the commercial infrastructure for specialized services as a result of digital transformation.

 The export of industrial products is increasingly dependent on ICT products and services;

New technologies, especially artificial intelligence, will inevitably bring significant changes to the labor market, including the disappearance of jobs in certain sectors and the creation of large-scale opportunities in others;

The digital economy also introduces new risks, ranging from cybersecurity breaches to facilitating illegal economic activities and threats to personal privacy. It continues to develop rapidly based on the capacity to collect, utilize, and analyze massive amounts of machine-readable data (digital data) covering almost everything. For example, global Internet Protocol (IP) traffic, as a proxy for data flow, increased from 100 gigabytes (GB) per day in 1992 to 45,000 GB per second in 2017, marking only the early days of a data-driven global economy. By 2022, global IP traffic is projected to reach 150,700 GB per second.

Cost is formed when the provided data is converted into digital intelligence and monetized for commercial use. Digital platforms provide mechanisms for multiple parties to interact and collaborate online. There are transactional and innovation platforms. Transactional platforms are multi-sided markets that support exchanges between different parties through online infrastructure. These are operated by major digital corporations such as Amazon, Alibaba, Facebook, and eBay.

  Moreover, digital network-supported platforms, such as Uber, Didi Chuxing, or Airbnb, have become the primary business model for those who adopt them. Innovation platforms, such as operating systems (e.g., Android or Linux) or technology standards, provide an environment for developing applications and software packages, as well as producing code and content.

Over the past decade, numerous digital platforms based on data-driven business models have emerged worldwide, replacing existing industrial sectors. The advantage of these platforms is evident: seven out of the eight leading global companies by market capitalization rely on platform-based business models.

 The economic geography of the digital economy does not reflect the traditional North–South divide. It is largely driven by developed and consistently advancing countries, primarily the United States and China. For example, these two countries account for 75% of all patents related to blockchain technologies, 50% of global expenditures on the Internet of Things (IoT), and over 75% of the global market for widely used cloud technologies. Remarkably, they also represent 90% of the market capitalization of the world’s 70 largest digital platforms. Europe’s share is only 4%, while Africa and Latin America account for just 1%.

These are “super platforms” – Microsoft, followed by Apple, Amazon, Google, Facebook, Tencent, and Alibaba – which together constitute two-thirds of the total market value. Consequently, in many areas of digital technological development, the rest of the world, especially Africa and Latin America, lags significantly behind the United States and China. Some of the existing trade frictions reflect the pursuit of global dominance in the latest technologies.

The value of the digital economy, as well as the creation and capture of related value, faces several challenges. First, there is no universally accepted definition of the digital economy.

 In the ICT sector, computer services constitute the largest component, accounting for 40% of added value. Secondly, in developing countries, reliable statistics on the main components and scale of this sector are lacking. Although several initiatives have been undertaken to improve the situation, they are insufficient and hinder the rapid development of the digital economy.

The size of the digital economy varies between 4.5% and 15.5% of global GDP. Regarding the added value in information and communication technologies (ICT), the United States and China together account for nearly 40% of global GDP. The share of this sector in GDP is highest in Taiwan (China), Ireland, and Malaysia.

The United States dominates the global computer services industry; its share of industrial added value in this sector exceeds the combined share of the nine largest economies. Among developing countries, India has the largest share in this regard.  

  Digital platforms are becoming increasingly significant in the global economy. The total value of platform companies with a market capitalization exceeding USD 100 million was estimated at over USD 7 trillion in 2017, a 67% increase compared to 2015. Some global digital platforms have achieved very strong market positions in specific sectors.

 Facebook accounts for two-thirds of the global social media market and is considered the leading social media platform in over 90% of the world economy. Amazon holds approximately 40% of global online retail activity, and its Amazon Web Services (AWS) also captures a similar share of the global cloud infrastructure services market. In China, WeChat (owned by Tencent) has over one billion active users, and together with Alipay (Alibaba), its payment solution has nearly dominated the entire Chinese mobile payment market. Additionally, Alibaba accounts for approximately 60% of China’s e-commerce market.

Alphabet (Google) and Microsoft have invested in telecommunications equipment by acquiring Motorola and Nokia, respectively. Large platforms have also made major acquisitions in retail, advertising, marketing, and commercial real estate sectors. The functioning of the digital economy depends on coordinated policies across many countries.

Data privacy and data security require particular attention. Laws and regulations are necessary to combat the theft of personal data, establish rules on how personal information is collected, used, transferred, or deleted, and ensure that business models based on the digital economy generate societal benefits. The European Union’s General Data Protection Regulation (GDPR), which came into effect in May 2018, represents a globally significant, comprehensive approach to data protection.

Digitalization affects different countries in varying ways, and individual governments require policy frameworks to regulate the digital economy in order to achieve the objectives of diverse national legal and policy agendas.

 Conclusion and Recommendations

 Digital transformation has become increasingly important today, particularly in the context of the ongoing pandemic. Recognizing the role of the digital economy in national economies and its significance for global economic development, it is advisable to implement the following measures:

 Study and adopt more comprehensive support mechanisms from countries that are advancing in the digital economy;

Establish the regulatory and legal framework for the digital economy in our country;

Develop the necessary infrastructure for the digital economy, prioritizing the connection of regions with limited or no Internet access;

Improve the system for training specialists and professionals required for the digital economy;

Promote joint research initiatives among governments, civil society, academia, the scientific community, and the technology sector to identify innovative solutions;

Ensure the rational use of new technologies to redefine digital development strategies, anticipate future trends in globalization, strengthen partnerships, and enhance intellectual leadership.

References

1. Ayupov, R. X., & Baltabaeva, G. R. (2018). The digital currency market: Innovations and development prospects. Tashkent: Fan va Texnologiya. 172 pp.

2. World Trade Organization. (2019). World Trade Statistical Review 2019.

3. Kurpayanidi, K., & Ilyosov, A. (2020). Problems of the use of digital technologies in industry in the context of increasing the export potential of the country. ISJI Theoretical & Applied Science, 113–117.

4. Abdullayev, A. M., & Kurpayanidi, K. I. (2020). Analysis of industrial enterprise management systems: Essence, methodology, and problems. Journal of Critical Reviews.

5. UNCTAD. (2020). Digital 2019: Global digital overview. Value creation and capture: Implications for developing countries. United Nations Conference on Trade and Development.

6. Wikipedia. (n.d.). Digital economy. Retrieved from https://en.wikipedia.org/wiki/Digital_economy

7. XS.UZ. (n.d.). Our country’s leader proposed the implementation of the Digital Uzbekistan 2030 program. Retrieved from http://xs.uz/uzkr/post/davlatimiz-rahbari-2030-jilgacha-raqamli-ozbekiston2030-dasturini-amalga-oshirishni-taklif-etdi

8. Texnoman. (n.d.). What is the digital economy? Retrieved from https://www.texnoman.uz/post/ragamli-iatisodivot-nima.html

9. Higher School of Economics (HSE). (2019). Retrieved from https://www.hse.ru/data/2019/04/12/1178004671/2%20%D0%A6%D0%B8%D1%84%D1%80%D0%BE%D0%B2%D0%B0%D1%8F

Fotima Turdimurodova is a student at Bukhara Innovations University. Her main academic interests include economics, particularly digital economy and market economy. In her article titled “Market Economy in the Digital Economy,” the author comprehensively examines current issues and existing challenges in the field. She is currently engaged in scientific research in the field of economics.