Before things turned bad, Jason’s father taught him to shave against the grain. The blade might draw blood, but the results were closer.
Jason’s stepfather shrugged. “With the grain works too.” Stepfathers could be replaced, he knew, so he went easy.
During this month’s prison visit, Jason’s father slid his son’s hand across his newly smooth skull. “Nobody can grab my hair,” he said. “You should try it.”
Jason’s stepfather drove him there every month and waited in the parking lot. It was the least he could do since the boy lost his mother in a way no one should.
INNOVATIVE APPROACHES TO ENGAGING STUDENTS IN ACTIVE LEARNING: PROJECT-BASED LEARNING AND PROBLEM-BASED TEACHING METHODS
Qodirov Farrux Ergash o‘g‘li
Head of the Department of Mathematics and Information
Technology in Education
Shahrisabz State Pedagogical Institute
Boboqulova Durdona Sanjar qizi
2nd-year student, Mathematics major
Shahrisabz State Pedagogical Institute
Abstract: This article explores innovative methods of engaging students in active learning in higher education — namely project-based learning and problem-based teaching methods. These methods are designed to foster independent thinking and the development of practical skills. Project-based learning provides opportunities to solve real-life problems, while problem-based learning enhances students’ analytical and critical thinking abilities. The study highlights the role of these approaches in improving the effectiveness of education. As a result, it is confirmed that innovative methods play an important role in improving the quality of professional training.
Keywords: Innovative pedagogical technologies, project-based learning, problem-based learning, active learning, independent thinking, practical skills, higher education, learning effectiveness, interactive learning, professional training
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Introduction: In modern higher education, actively engaging students in the learning process is considered a crucial pedagogical task. Innovative pedagogical technologies are regarded as the main tools for improving the quality of education and for developing not only the theoretical knowledge but also the practical skills of young specialists. In particular, project-based learning and problem-based teaching methods are recognized as effective approaches to fostering independent thinking, creativity, and critical reasoning in students.
Project-based learning is a form of education that organizes students’ activities around solving real-life problems, allowing them to apply theoretical knowledge in practice. This method makes the learning process interactive, contextual, and engaging, enabling a deeper understanding of the subject. Problem-based learning, on the other hand, is a pedagogical approach that encourages students to identify, analyze, and seek solutions to problems independently. Through this method, students develop logical reasoning, decision-making, and systematic thinking skills.
Today, along with the above-mentioned approaches, digital technologies and interactive tools are widely introduced to increase the effectiveness of the learning process, which in turn contributes to raising the quality of education to a new level. Therefore, studying the pedagogical foundations, practical significance, and effectiveness of innovative approaches in engaging students in learning is considered one of the urgent issues.
Problem Statement: In modern higher education institutions, improving the quality of the learning process, ensuring high student engagement, and developing their independent thinking, creativity, and practical skills are urgent challenges. Traditional teaching methods often fail to sufficiently motivate student activity, which leads to a decrease in educational effectiveness.
For this reason, enriching the educational process with innovative pedagogical technologies — especially project-based and problem-based learning methods — is of great importance. Project-based learning directs students toward solving practical problems, increases their responsibility, and creates opportunities to apply knowledge in real-life situations. Problem-based learning, meanwhile, motivates students to develop self-management, critical, and logical thinking skills.
Therefore, identifying the effectiveness of these approaches in the learning process and examining their impact on students’ activity, academic performance, and creative potential is of both scientific and practical significance.
Research Methods: This study employed a combination of qualitative and quantitative research methods. First, to establish a theoretical foundation, scientific literature, articles, and practical manuals in the fields of pedagogy, psychology, and educational technology were analyzed.
Second, to study the implementation of project-based and problem-based teaching methods in higher education institutions, surveys, interviews, and observations were conducted. Surveys explored the attitudes of students and teachers toward the new pedagogical methods, their participation in the learning process, challenges, and successes. Interviews provided insights into teachers’ approaches and difficulties in applying these innovations in practice.
In addition, experimental learning groups were organized, in which students’ knowledge, skills, and engagement were assessed when project-based and problem-based learning methods were applied. Statistical tools — including descriptive statistics, correlation analysis, and comparative methods — were used to analyze the data. These tools ensured the objectivity and reliability of the research and allowed for the scientific evaluation of the effectiveness of innovative pedagogical approaches.
Research Results and Discussion: The results of the study showed that project-based learning and problem-based teaching methods are significantly more effective in engaging students in learning than traditional methods. In the experimental group, students’ academic performance and independent learning skills improved noticeably.
Project-based learning not only directed students toward theoretical knowledge but also enabled them to solve real-life problems, fostering their creativity and critical thinking abilities. Problem-based learning had a positive effect on the development of logical reasoning, analytical ability, and independent decision-making skills among students.
Survey and interview results confirmed that most students considered these methods interesting and motivating, and that their activity and participation in the learning process increased. Teachers also acknowledged the effectiveness of these approaches in improving educational quality, while emphasizing the need for professional development and methodological support in their implementation.
Furthermore, the study revealed that successful application of project-based and problem-based learning requires revising curricula and assessment systems, adapting learning materials, and using modern digital tools. This ensures that the educational process becomes more interactive and tailored to students’ needs.
Overall, the findings demonstrated that the widespread integration of innovative pedagogical technologies is a key factor in improving educational quality, enhancing student engagement, and developing practical skills. Therefore, systematic implementation of project-based and problem-based learning methods, along with continuous teacher training, should be a priority to make the learning process more effective.
Conclusion: The results of this study demonstrated that project-based and problem-based teaching methods are highly effective in actively engaging students in the learning process. These methods promote independent thinking, creativity, and the development of practical skills, preparing students to solve real-life problems.
Innovative pedagogical approaches play a crucial role in improving educational quality, encouraging student participation, and enhancing the interactivity of the learning process. The research also revealed that successful implementation of these methods requires revising curricula, integrating modern technologies, and improving teachers’ professional skills.
Therefore, systematically expanding the use of project-based and problem-based learning in higher education makes the learning process more effective and modern, while significantly contributing to the preparation of highly qualified professionals.
References:
Abdullayev, B. (2020). Innovative Pedagogical Technologies: Theory and Practice. Tashkent: Teacher Publishing.
Karimov, M. (2021). Project-Based Learning Methodology. Tashkent: Science.
Rasulova, N. (2019). Problem-Based Learning Methods and Their Effectiveness. Journal of Pedagogy, 3(12), 45-52.
Sobirov, T. (2022). Interactive Methods in Higher Education. Tashkent: University Press.
Tashkent State University. (2023). Innovations in the Educational Process: Scientific Collection. Tashkent.
UNESCO. (2018). Innovative Pedagogies for Powerful Learning: Toolkit for Educators. Paris: UNESCO Publishing.
Zokirov, A. (2020). Methods of Developing Critical Thinking in Education. Scientific Bulletin, 4(7), 78-85.
Grzegorz Wróblewski was born in 1962 in Gdańsk and grew up in Warsaw. Since 1985 he has been living in Copenhagen. English translations of his work are available in Our Flying Objects (trans. Joel Leonard Katz, Rod Mengham, Malcolm Sinclair, Adam Zdrodowski, Equipage, 2007), A Marzipan Factory (trans. Adam Zdrodowski, Otoliths, 2010), Kopenhaga (trans. Piotr Gwiazda, Zephyr Press, 2013), Let’s Go Back to the Mainland (trans. Agnieszka Pokojska, Červená Barva Press, 2014), Zero Visibility (trans. Piotr Gwiazda, Phoneme Media, 2017), Dear Beloved Humans (trans. Piotr Gwiazda, Lavender/Dialogos Books, 2023), I Really Like Lovers of Poetry (trans. Grzegorz Wróblewski & Marcus Silcock Slease, Červená Barva Press, 2024), Tatami in Kyoto (Literary Waves Publishing, 2024). Asemic writing book Shanty Town (Post-Asemic Press, 2022), asemic object Asemics (zimZalla, 2025).
I am lucky to be a female poet in the 21st century.
During thousands years of history,
Women’s status and rights have always been humble.
Now I want to stand among the forerunners of the present.
It’s not just about being a good daughter, wife and mother,
Nor does it just consume energy and time to sew and cook,
But to be as strong and as independent as a pine tree.
Of course, we also smile like a flower.
Like Marie Curie’s wisdom rising to the heights,
Like Nightingale, the founder of poetry,
Like Simon de Beauvoir writing her own philosophy.
When you can hold an umbrella for someone else
You don’t have to be afraid of rain and snow,
You are worthy of life in that way.
You are also the creator of this era.
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Anna Keiko, a distinguished poetess and essayist from Shanghai, China, has made a profound impact on contemporary literature. A graduate of Shanghai East China University with a Bachelor’s degree in Law, she has achieved global recognition for her poetry, which has been translated into more than 30 languages and published in over 500 journals, magazines, and media outlets across 40 countries. Keiko is the founder and chief editor of the ACC Shanghai Huifeng Literature Association and serves as a Chinese representative and director of the International Cultural Foundation Ithaca. Her affiliations extend to Immagine & Poesia in Italy and the Canadian-Cuban Literary Union, reflecting her commitment to fostering cross-cultural literary exchanges. Her poetic oeuvre spans six collections, including “Lonely in the Blood and Absurd Language”, showcasing her exploration of human emotions, environmental concerns, and existential themes. Her innovative style and evocative imagery have earned her numerous accolades, such as the 30th International Poetry Award in Italy and the World Peace Ambassador Certificate in 2024. Notably, she was the first Chinese recipient of the Cross-Cultural Exchange Medal for Significant Contribution to World Poetry, awarded in the United States in 2023. Her works, including “Octopus Bones” and other acclaimed poems, have resonated with readers worldwide, garnering invitations to prominent international poetry festivals and conferences. Her dedication to the arts extends beyond poetry, encompassing prose, essays, lyrics, and drama, underscoring her versatility as a writer. Nominated for the Nobel Prize in Literature in 2020, Anna Keiko continues to break barriers, bringing Chinese literature to the global stage.
Boughs build archways as tips of trees touch each other. What was shaded green becomes nocturnal shadow. A crescent moon hangs from heaven. Light tracing foliage falls dropping dusty deep upon ground.
Secrets lie inside edged shadows. Animals hide under darkness resounding through night as leaves rustle. All changing except this pattern of what is now formed.
