The Sacrifice

It was early autumn. The world was tinged with gold, and life had once again breathed into the school hallways. The first lesson was Physics. A new teacher, a man with curly hair dressed in a sharp black suit, limped into the classroom. He sat at his desk, his presence unfamiliar to the students. As he moved to the blackboard, they noticed something striking: he was not only lame but also missing his right arm. Using a prosthetic device to hold the chalk, he wrote the date. The students, however, remained indifferent, meeting his attempts at conversation with a cold, mocking silence.

Weeks passed, but the students’ cruelty did not waver. To them, the Physics lesson was merely an opportunity for mischief, and the teacher was nothing more than a target for ridicule, whispered about as “the cripple.” One day, pushed to his limit by a student named Akmal who was throwing paper planes, the teacher intervened. Akmal snapped back with arrogance:

— Give me back my plane! To us, you are nothing but “the cripple”!
The sting of the words cut deep, but before the conflict could escalate, the school principal entered. Sensing the gravity of the situation, he gently asked the teacher, Mr. Rahmatov, to step out for a moment. Turning to the silent class, the principal asked:
— Do you have any idea who this man is? Do you know why he limps?

He then revealed a harrowing truth. Mr. Rahmatov’s youth was forged in the bitter aftermath of the war. During a devastatingly cold winter, he had trekked into a frozen forest to gather firewood for his freezing mother. In that struggle against the elements, his limbs succumbed to severe frostbite. He saved his mother from the cold but paid for it with his own arm and leg.

A heavy silence fell over the room. Guilt washed over the students like a tide. When the teacher finally limped back into the classroom, the students didn’t mock him. Instead, they rushed toward him, embracing him with tears in their eyes and pleading for forgiveness.
— I forgave you long ago, — the teacher replied softly, his own eyes moistening.

From that day forward, everything changed. Physics became the most cherished subject, and Mr. Rahmatov became their most beloved mentor—a man honored not for his disability, but for the depth of his soul and the magnitude of his sacrifice.

Sarvinoz Bakhtiyorova (born in 2011) is considered one of the talented and creative young students of the Ogahiy Creative School. From an early age, she developed a love for literature and has been actively creating works in both prose and poetry. Her interest in poetry emerged early in her life, and her talent began to show during her school years. In particular, while studying in the 5th grade, her first poem titled “Navruz” was published in a collective anthology called “Yangiariq Gulshani,” marking an important step in her creative journey.

Currently, she is studying at the Ogahiy Creative School, where she continues to work on herself consistently, deeply learning the art and intricacies of literature and creative writing. Through her dedication and creative efforts, she is developing into a promising young talent who is expected to achieve even greater success in the future.

WATER THAT CONNECTS

Water does not ask

who you are

It flows

through all languages,

crossing borders

we have invented

In a single drop

the whole world fits,

a tear, a sea, a river,

and someone’s quiet hope

We carry it within us

as a memory of the beginning,

as proof

that we are made of the same breath

When a word becomes water,

it does not wound,

it unites.

It pours from heart to heart

and dissolves

what keeps us apart

So write —

let your poem be a river,

let it find its way

even where there is none

For water knows

what we forget:

that we are all

one ocean

Ankica Anchie Biskupović

Humanist, Poetessa, Author

The cry of the people

Civilization is burning in the fire of gunpowder, 

Black clouds in the sky

Flying in the air. 

In the conflict of power, 

Demonic joy, 

A demonic breath across the chest of the earth. 

When I open my eyes, I see only 

War and war, 

Languageless silence, 

Angry with protest. 

Blood of innocent people is flowing, 

Dying on the way and at the pier by poisonous gunpowder. 

Humanity is cruel

No life’s pulse, 

Today, 

People’s cry is heard across the world

Author: Asadullo Habibullayev
Student of Kattakurgan State Pedagogical Institute

From the Author:
Through this story, I wanted to show not Salohiddin’s disability, but the weakness of his friends. Never forget that not every blow comes from an enemy — sometimes it comes from those we call friends.

BETRAYAL

Betrayal never comes from the enemy’s side.

There were ten minutes left until the end of the lesson. For some reason, the students were restless, all waiting impatiently for the bell to ring.

“Salohiddin, why are you moving so much? Is everything okay?”
“Sabina, be quiet! Whether I talk to you or not, you never understand decency.”
“Sit quietly, the teacher is speaking. Why don’t you understand?”
“Fine, whatever. Not everyone cares about you the way I do…”

“Sabina, let’s talk during the break.”
“Sanobar, the teacher will scold us. Everyone is moving around. Aren’t you going to stand up?”
“Alright, I won’t say anything.”

The bell rang. Sanjar, Abbos, and Ravshan ran outside, and Salohiddin followed them. As usual, Sabina curiously went after them.

“Boys, stop! We still have one more lesson. Don’t skip it! We have Uzbek language class. Sharofiddinova will report you to the principal. Salohiddin, stop!” Sabina called out.

But the boys quickly went to the computer room and started playing games. The four of them were always together, inseparable day and night. After school, they even stayed overnight at each other’s houses. They never stopped skipping lessons to go to the computer room. What united them was not only school, but also that computer room.

Doston aka knew about them and every day at 12:30 he would leave four computers free for them. They would always sit in their usual places.

Life continued this way. They were now in the eighth grade — the most mischievous and restless time of their lives. Perhaps they needed understanding and proper guidance. They came to school together. They were neighbors, and their parents knew each other well, which made them even closer.

One Monday, after three lessons, before the fourth began, Sanjar, Abbos, Ravshan, and Salohiddin quietly slipped away. Sabina tried to stop them but couldn’t. She then called their homeroom teacher, Gulsanam opa, and told her what had happened and where the computer room was.

Gulsanam teacher quickly found them, scolded them in front of everyone, called their parents, and made them write letters of explanation. The boys promised it would not happen again. The teacher did not forgive them easily. They returned home with their parents and received even more scolding there. Eventually, the issue seemed to settle.

Time passed. It was March. During a break, the four boys once again went to the computer room. Doston aka welcomed them.

But strangely, their usual seats were occupied. Jahongir and Otabek were sitting there, and Faridbek was in Salohiddin’s place.

“Get up, Farid! I said get up! Why are you sitting in my seat?”
“Why are you acting superior? Why are you shouting? Stop it!”

Everyone laughed. Salohiddin became furious and started insulting Faridbek with harsh words. A fight broke out for no real reason.

Doston aka said, “Go on, fight! Let’s see who is stronger, who will win!” The other boys joined in, encouraging them.

Unable to endure the humiliation, Salohiddin attacked Faridbek. Faridbek raised his hand in response. Doston aka stopped them and said, “Don’t fight here. The computers might break. Go outside and fight there.”

They went outside. The ground was hard, covered with stone and cement. The boys grabbed each other. Faridbek fell to the ground, and then his friends joined in. Instead of helping Salohiddin, Sanjar, Abbos, and Ravshan turned against him and began beating him together.

Salohiddin fell headfirst onto the cement ground. Instead of helping, Doston aka sat there recording the fight on his phone. The poor boy’s mouth and nose were bleeding. Eventually, the boys ran away in all directions.

Sadly, Salohiddin lay there unconscious for quite some time.

Later, two of his classmates, Hasan and Sardor, happened to pass by. Seeing him, they rushed to help. They lifted him, brought him to some water, washed his face and hands, and carried him back to school. Even there, he sat for a long time, unable to walk properly or even speak.

Instead of calling an ambulance immediately, the teachers were busy scolding him. They called his parents, who also shouted at him in anger.

Only after he had been lying there in a helpless state for a long time did they finally call an ambulance. He was taken to the hospital and stayed there for a few days.

Tragically, one of his arms and one of his legs no longer functioned, and his mouth became twisted. His parents took him to many doctors, but nothing helped.

He stopped talking even to his closest friends. His neighbors avoided looking at his face.

This young boy, at the most vibrant time of his life, became disabled…

Betrayal does not always come from enemies. Sometimes, it comes from friends.

RAMADAN

Like a lost camel, sad and weary,
I don’t understand how time is passing.
A mysterious cry roars within my heart—
The holy Ramadan is slipping away.

So many sins, countless and easy.
Saying “forgive me, God” is so simple.
Some are careless, some are joyful,
The holy Ramadan is slipping away.

One says, “Faith lives in my heart,”
Another walks the path of injustice.
Have we still not understood even now?
The holy Ramadan is slipping away.

Maqsudova Anora Alisherovna was born on November 2, 2010, in the village of Gazovot, Kushkupir district, Khorezm region. In 2017, she was admitted to School No. 30 in Kushkupir district.

In 2022, while studying in the 5th grade, her first poems were published in a collective anthology titled “The Praise of the Motherland in Hearts.” In 2023, during the 6th grade, her first personal poetry collection titled “A Little Heart’s Gift” was published. Later that same year, several of her poems were also included in the anthology “Hearts Passionate About Creativity.”

In 2023, she won honorable first places at both the district and regional stages of the “Creative Children” competition. That same year, with high results, she was admitted to the “Ogahiy” Creative School in Khiva city as a 7th-grade student.

In November 2023, several more of her poems were published in the collective anthology “Hearts Passionate About Creativity.”

In 2025, while in the 8th grade, her second personal poetry collection titled “Awakened Poems” was published. In addition, a number of her poems were also published in literary collections in Russia, Azerbaijan, and Turkey.

Currently, Anora is studying in the 9th grade at the Ogahiy Creative School.

After graduation many students take a year to travel. Some think that it would be more useful to work for a year. To what extent do you agree or disagree?

Namangan State Institute of Foreign Languages, 2nd-year student of Philology and Language Teaching (English).

Many students choose to travel for a year after graduation. Others believe that this time is better spent working. I think traveling can be useful too, but working gives more practical experience and important opportunities for the future. On the one hand, working for a year gives students real-life experience. On the job, they learn important skills such as responsibility, time management, and teamwork. In addition, by working, they can test their knowledge of their profession in practice. Another important aspect is that by working, students will also have the opportunity to save money, which will help them in their future plans.

On the other hand, traveling also broadens one’s worldview. By visiting different countries and cultures, young people gain new experiences and learn to be independent. This also greatly contributes to personal development. In conclusion, although traveling is also beneficial, I believe that working for a year is more beneficial. Because during this time, students can gain experience and create a solid foundation for their future careers.

INTEGRATING ECOTOURISM INTO PHYSICAL EDUCATION: INNOVATIVE APPROACHES FOR SUSTAINABLE DEVELOPMENT

Abduhalilova Sevdora Xayrulla qizi
Philology and Language Teaching English Language Major 25-26 group student

sevdoraabduhalilova880@gmail.com
Abstract

This article explores the innovative intersection of ecotourism and physical education (PE), proposing a shift from traditional gym-based activities to outdoor, environment-centered learning. As global trends emphasize sustainability, integrating ecological literacy with physical activity offers a dual benefit: improving student health and fostering environmental stewardship. The study examines methods such as plogging, orienteering, and eco-trekking, highlighting their physiological and psychological impacts. Practical frameworks for educators are provided to implement these strategies within the modern curriculum.

Keywords: Ecotourism, Physical Education, Sustainable Development, Plogging, Eco-pedagogy, Holistic Health.

Literature Review
The relationship between physical movement and nature has been a subject of increasing academic interest. Louv (2005) introduced the concept of “nature-deficit disorder,” arguing that the lack of outdoor activity contributes to various behavioral and health issues in youth. In my opinion, this underscores the urgent need for PE curricula to move beyond the physical boundaries of the school building.
Similarly, Higgins (2002) suggests that outdoor education provides a unique platform for experiential learning that traditional classrooms cannot replicate. This perspective is insightful as it suggests that physical exertion in natural settings enhances not only muscular strength but also cognitive adaptability. Furthermore, recent studies by Pretty et al. (2005) on “green exercise” demonstrate that physical activity in the presence of nature significantly reduces blood pressure and improves self-esteem compared to indoor exercise.
From a pedagogical perspective, the integration of ecotourism elements—such as navigation and environmental preservation—aligns with the principles of holistic education. Bunting (2006) emphasizes that the “adventure” aspect of outdoor PE fosters resilience and teamwork, essential traits for 21st-century learners.

Methodology
This study utilizes a qualitative synthesis of existing pedagogical models and a comparative analysis of traditional PE versus eco-integrated PE. The research explores the practical application of “Fijital” and “Green Fitness” concepts within a secondary education framework. Special focus is placed on the “Leave No Trace” ethical framework and its implementation during school-based trekking and orienteering sessions.

Discussion
The nature of physical education is evolving from purely athletic training to a more comprehensive lifestyle discipline. Our analysis shows that integrating ecotourism elements does more than just burn calories; it builds a bridge between personal health and the health of the planet.

Conclusion
Ecotourism and physical education are key building blocks for a sustainable future. When we move PE darslari (lessons) to natural settings, students develop a more profound connection with their environment. Our analysis shows that “Eco-Athletes”—those who train with an awareness of their surroundings—demonstrate higher levels of empathy and long-term health commitment. Modern education must embrace this shift to ensure that the next generation is not only physically fit but also environmentally conscious.

Reference:
Bunting, C. J. (2006). The Outdoor Education Classroom. Human Kinetics.
Higgins, P. (2002). Outdoor education as a method of teaching for environmental education. Journal of Outdoor and Environmental Education.
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
Pretty, J., et al. (2005). The mental and physical health outcomes of green exercise. International Journal of Environmental Health Research.
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives.