Shafkat Aziz Hajam is a children’s poet. He writes for little children and adult children. He is the author of two children poetry books titled as The Cuckoo’s Voice and Tawheed Islamic Rhymes. He has also authored one adult poetry book titled as The Unknown Wounded Heart. His poems have appeared in international magazines and anthologies like Wheel song anthology UK based, Prodigy, digital literary magazines based in the USA, Inner Child Press International USA and translated works in a Lebanese anthology.
(DOB 07/06/1973) is a passionate Indian Author-cum- bilingual poet while a tremendous Asst Professor of English by profession in the Ganjam district of Odisha.He is an accomplished source of inspiration for young generation of India .His free verse on Romantic and melancholic poems appreciated by everyone. He belongs to a small typical village Nandiagada of Ganjam District,the state of Odisha.After schooling he studied intermediate and Graduated In Kabisurjya Baladev vigyan Mahavidyalaya then M A in English from Berhampur University PhD in language and literature and D.litt from Colombian poetic house from South America.
He promotes his specific writings around the world literature and trades with multiple stems that are related to current issues based on his observation and experiences that needs urgent attention. He is an award-winning writer who has achieved various laurels from the circle of writing worldwide. His free verse poems not only inspire young readers but also the ready of current time. His poetic symbol is right now inspiring others, some of which are appreciated by laurels of India and across the world. Many of his poems been translated in different Indian languages and got global appreciation. Lots of well wishes for his upcoming writings and success in future.
He is an award-winning poet author of many best seller books. Recently he is awarded Rabindra nath Tagore and Gujarat Sahitya Academy for the year 2022 from Motivational Strips . Jaidev Puraskar from Kavita Minar Badamba Cuttack A gold medal from world union of poets France & winner Of Rahim Karims world literary prize 2023.The government of Odisha Higher Education Department appointed him as a president to Governing body of Padmashree Dr Ghanashyam Mishra Sanskrit Degree College, Kabisurjyanagar. Winner of ” HYPERPOEM ” GUNIESS WORLD RECORD 2023.Recently he was awarded from SABDA literary Festival at Assam. Highest literary honour from Peru contributing world literature 2024.Prestigious Cesar Vellejo award 2024 & Highest literary honour from Peru. Director at Samrat Educational charitable Trust Berhampur, Ganjam Odisha.
Vicedomini of world union of poets Italy. UHE awarded him prestigious Golden Eagle award for the contribution of world literature 2025.
Completed 257 Epistolary poetry with Kristy Raines USA.
Bharat Seva Ratna National award 2025, International Glory award from Manam Foundation Hyderabad Telengana. On the eve of 79 Independence Day got Rashtra Ratna award & Maa Bharati seva Sammana. 2025.Received Doctorate in Humanity and literature from Theophany university Haiti with UNESCO, AEADO and leaders of autonomy international. The prince of Crimea and the Golden Horde from the house of Genghis Khan given prestigious “Honorary Bey”
Received Sahitya Ratnakar from New Delhi 2025, Honorary Doctorate from RMF University collaborated with east and west university Florida United States Of America on the eve of International Peace Day. Prestigious THE CONDOR OF ANDES from UHE Mexico 2025. PRESTIGIOUS DOCTORATE from VICTORIA UNIVERSITY OF CULTURE AND WORLD PEACE 2025. Nominated for Padmashree 2025. Three-time Gold from the world Union of Poets France. Doctorate from Theophany university Haiti contribution for the world literature 2025.Conferred title SAHITYA RATNAKAR from New Delhi.Dr Mayadhar Mansigh Saraswat Samman 2025.Doctorate in Gandhian Philosophy,Peace and Humanity 2025.
Doctorate from VICTORIA University for peace 2026.UHE of Peru appointed as a world ambassador for the peace and justice 2026.Valiant of Nation award 2026 on the eve of Subash Chandra Bose 129 birth anniversary.
INTERNATIONAL BOOKS
1.Psalm of the Soul, 2. Rise of New Dawn, 3. Secret Of Torment, 4.Everything I Never Told You.,5.Vision Of Life National Library Kolkata, 6.100 Shadows of Dream, 7.Timeless Anguish, 8. Voice of Silence, 9.I Cross my Heart from East to West, and epistolary poetry with Kristy Raines, published in USA.
DIGITAL LITERACY AND PISA: DEVELOPING STUDENT COMPETENCIES BASED ON MODERN EDUCATIONAL REQUIREMENTS
JDPU
Faculty of Preschool and Primary Education
Primary Education major
1st-year student
Ibadullayeva Sevinch
Ulug`bek qizi
ABSTRACT:
This scientific article provides a theoretical analysis of the essence of digital literacy in the modern education system and its close relationship with the international assessment program PISA (Programme for International Student Assessment). The importance of digital literacy in developing students’ functional literacy, critical thinking, problem-solving skills, and effective information management in the context of rapid digital transformation is substantiated. In addition, the article examines the integration of digital literacy components into PISA assessments, the experience of high-performing countries, and the prospects for developing digital literacy within the education system of the Republic of Uzbekistan.
Keywords: digital literacy, PISA, functional literacy, modern education, quality of education, competency-based approach.
Introduction
The processes of globalization and digitalization are having a strong impact on all areas of 21st century society, including the education system. Today, the main task of education is not only to provide knowledge, but also to develop students’ skills in making independent decisions in life situations, analyzing information, and using it effectively. From this point of view, digital literacy has become one of the most important requirements of modern education.
While the concept of digital literacy was initially limited to the skills of using computers and information technology, today it means much wider. It includes competencies such as searching for, selecting, evaluating, and processing information, and acting safely and responsibly in a digital environment. These competencies are consistent with the core ideas of the PISA international assessment program.
The PISA program aims to assess the ability of 15-year-old students to apply their reading literacy, mathematical literacy, and natural science knowledge in real-life situations. In recent years, the proportion of tasks based on digital technologies in PISA tasks has been increasing. This shows that the development of digital literacy is an important factor in the quality of education and achieving a worthy place in international rankings.
The purpose of this article is to analyze the relationship between digital literacy and PISA requirements from a scientific and theoretical perspective, and to highlight the current issues of developing this direction in the modern education system.
The concept of digital literacy and its content
The concept of digital literacy is interpreted differently by different researchers. In general, digital literacy is the ability of an individual to find, analyze, create, and effectively use information using digital technologies. It encompasses not only technical skills, but also critical thinking, communication, and collaboration skills.
In modern scientific literature, digital literacy is considered to consist of the following components:
information literacy;
media literacy;
skills in using information and communication technologies;
compliance with digital safety and ethical standards.
These components are instrumental in developing students ‘ functional literacy.
The essence of the PISA international assessment program
PISA is an international study conducted by the Organization for Economic Cooperation and Development (OECD) and is conducted every three years. The program is focused on assessing students ‘ ability to practice knowledge rather than their level of knowledge.
PISA assignments are based on real-life situations and require students to understand, analyze, find solutions and draw conclusions about the problem. In recent years, the use of digital formats in these tasks has been expanding.
The intrinsic link between PISA and digital literacy
Although digital literacy is not directly assessed as a separate subject in PISA studies, it plays an important role in all areas. For example, reading literacy assignments are common for electronic texts, graphs, and table-based tasks.
Mathematical and natural science assignments also require understanding and analysis of information given in a digital environment. This means that students’ digital literacy levels directly affect PISA results.
Experience of developed countries
Countries that have shown high results in PISA studies, including Finland, Singapore, South Korea, and Canada, pay special attention to the development of digital literacy in their education systems. In these countries:
digital technologies of teachers integrated into the educational process
digital competencies are regularly increased;
students develop independent learning and critical thinking skills.
Issues of developing digital literacy in the education system of Uzbekistan
In recent years, significant reforms have been implemented in the digitalization of the education system of Uzbekistan. The use of electronic textbooks, distance learning platforms, and digital resources is expanding. However, in order to develop digital literacy from the perspective of PISA requirements, it is necessary to pay attention to the following issues:
adapting curricula to PISA competencies;
increasing teachers’ digital pedagogical competencies;
Conclusion
In conclusion, digital literacy is an integral part of the modern education system and is important in shaping the requirements of the PISA international assessment program. Students’ ability to effectively function in a digital environment increases their functional literacy and competitiveness.
Further deepening the reforms being implemented in the Uzbek education system to develop digital literacy and effectively using PISA experiences will serve to improve the quality of education.
LITERATURE USED
1.O`zbekiston Respublikasi Vazirlar Mahkamasining umumiy o`rta ta`lim sifatini oshirish va xalqaro baholash dasturlarida ishtirok etishga doir qarorlari.
2.Ta’lim sifatini nazorat qilish davlat inspeksiyasi. PISA xalqaro tadqiqotlariga tayyorgarlik bo`yicha metodik qo`llanma. Toshkent,2021.
3.Abdullayeva, M.Zamonaviy ta`limda funksiyonal savodxonlikni rivojlantirish masalalari. Toshkent: Fan va texnalogiya,2020.
4.Amonov, U., Karimova, G.Raqamli ta`lim muhitida o`quvchilarning kompetensiyalarini shakillantirish. Pedagogik ta`lim jurnali,2021, №3, 45–52-betlar.
5.O‘zbekiston Respublikasi Xalq ta’limi vazirligi.Umumiy o`rta ta`lim davlat ta`lim standartlari. Toshkent, 2020.
6.OECD PISA 2018 Results: What Students Know and Can Do. Paris: OECD Publishing, 2019.
7.Gilster, P. Digital Literacy. New York: Wiley Computer Publishing, 1997.
Abstract: This article analyzes the unique characteristics of communication between the teacher and representatives of the “digital generation” (Gen Alpha) and the strategic approaches used in new era education. The research explores the integration of digital technologies into the educational process and the importance of the teacher’s friendly relationship and psychological closeness. The results indicate the need to reshape the image of the modern teacher.
Keywords: digital generation, Gen Alpha, teacher, primary education, digital technologies, education strategy, communication.
Introduction
The 21st century has started an entirely new stage for the education system. As a result of the rapid development of information technology, the deep penetration of the internet and digital devices into all spheres of life, a new generation — the “digital generation” or “Gen Alpha” — has been formed. Members of this generation differ significantly from previous generations in how they receive, process, and analyze information.
Gen Alpha children have been growing up in a digital environment since birth. For them, smartphones, tablets, interactive games, and video content are ordinary realities. Therefore, traditional teaching methods — relying solely on textbook reading, one-way lectures, and strict control — are no longer effective.
Particularly in the primary education stage, establishing correct communication between the teacher and the student is crucial for shaping the child’s interest in learning. From this perspective, this article scientifically analyzes the role of the teacher in working with the Alpha generation, modern education strategies, and issues of using digital technologies.
Research Objective
To identify strategic approaches for teachers in establishing effective communication with members of the digital generation and to reveal their impact on educational efficiency.
Research Methodology
The following methods of scientific cognition were used in this research:
Analysis of pedagogical, psychological, and methodical literature;
Comparative-analytical method to compare traditional and digital teaching methods;
Study of the activity of digital generation students in the lesson process based on the observation method;
Drawing conclusions through methods of generalization and systematization;
Analysis of digital tools used in educational practice.
Research Results
The research results highlight the following main aspects:
1. Characteristics of information perception in the digital generation
Gen Alpha members receive information quickly, prioritizing short and meaningful content, especially visual and audiovisual content. For them, moving images, animation, video lessons, and interactive games are considered effective.
2. Limitations of traditional teaching methods
Lessons based only on reading text or oral explanation cause boredom in children. This leads to a decrease in attention and a decline in the quality of education.
3. Importance of digital technologies in education
Introducing online platforms, interactive tests, educational video clips, and elements of digital gaming into the lesson process increases student activity. In such conditions, the child becomes an active participant in the lesson rather than a passive listener.
4. Psychological closeness and communication
A friendly, open, and respect-based attitude from the teacher awakens trust in students. A child who feels that their opinion is valued approaches the educational process with responsibility.
Discussion
The results show that the image of the teacher is changing in the modern education system. Now, a teacher must turn into a person who is not just a provider of knowledge, but a guide, consultant, and motivator.
In working with the Alpha generation, a student-centered educational approach based on cooperation should take the place of an authoritarian approach. Rational use of digital technologies strengthens mutual trust between the teacher and the student and increases the quality of education.
Conclusion
In conclusion, working with the “digital generation” requires the teacher to constantly work on themselves, master innovative approaches, and adapt to the requirements of the times. The teacher must change along with the children, speak their “language,” and understand their worldview.
Through sincere communication, psychological closeness, and the correct use of digital technologies, educational efficiency can be increased. This, in turn, serves to raise a free-thinking, knowledgeable, and socially active generation in the future.
References
O’zbekiston Respublikasi Prezidenti. Yangi O’zbekiston – taraqqiyot strategiyasi. – Toshkent, 2022.
In ambitious film producer Dianne Angel’s memoir Every Restaurant Tells a Story, old Hollywood glamour is tinged with tragedy and motifs of potential danger. We enter smoky, booze-filled, elegant restaurants, hear old-time clever, and crass, writers’ room dialogue, and revel in the lush descriptions of clothing and accessories.
Each chapter involves food or drinks at a different restaurant or bar, hence the memoir’s title. These venues range from Hollywood to low-income student neighborhoods in Los Angeles to still-Communist Eastern Europe to South Africa during apartheid. Although sheltered as privileged Americans in the entertainment industry, the characters still get glimpses of the rest of the world’s injustices and traumas. Planes divert their course due to political unrest abroad, Black restaurant servers have to leave to make it out of South African cities before racially based curfews, and intriguing acquaintances have massive gun collections.
There’s often a dirtier, menacing, or just more ordinary underbelly to the tales. AIDS cuts short vibrant, creative lives, whirlwind engagements turn out to be financial scams, naive aspiring starlets dine unknowingly with armed international spies. This world is also unpredictable: the most hilarious, creative, heartfelt, or meaningful projects can be suddenly canceled on a whim, even after filming has started. The suspense adds mystery and texture to the chapters, as we find ourselves reading some of the short vignettes over to see if we missed any clues to what was really happening.
Yet, the memoir never becomes a trite, one-dimensional morality play on the vanity of pursuing fame, or money, or beauty. While there’s certainly a class structure and pecking order in this culture and no guarantee of success, these characters enjoy their experiences and can reflect on them with a sense of humor. Also, people find real love and genuine friendship in these pages, as they connect and share food and drinks. While the author’s reconnection with an old acquaintance who becomes her husband is touching (and the incident with her car is tragically hilarious!), the most tender part is how her college study group morphs into lifelong friendships.
This collection is worth a read: entertaining, heartfelt, and a portrait of an era experienced by intriguing and memorable personalities in various times and places. In a time when people seem to gather in person less often, this book is a call to consider what we might be missing by choosing food delivery or staying at home over going out with friends or co-workers. And, mostly, it’s a charming and elegant set of stories that draws you in with drama, mystery, and grace.
About the author: Dianne’s career is a fascinating journey through the entertainment and technology industries. In the 1970s, driven by an aspiring film producer’s dreams, she began her work as Vice President of Project Development at Zeitman/Townsend Productions at Columbia Pictures. At Z/T Productions she wrote the screenplay, James Barry with Robert Townsend, Executive Producer. She also wrote Berlin with Robert Townsend for Z/T (neither film was produced). She developed Weekend Fathers for CBS Television. (Not produced).
In the early 1990s, Dianne transitioned her skills to Silicon Valley, where she was a Human Resources executive for high-tech companies. She has published numerous poems that highlight human frailty and triumph, in Moonshine Ink. She holds a Bachelor of Arts degree in English Literature from UCLA. Dianne is a native of California, born in Palo Alto, California.
This article analyzes the life and pedagogical views of Abdulla Avloni, an Uzbek enlightener, poet, playwright, and educator. It examines Avloni’s role in the development of public education in Uzbekistan, the essence and significance of his work “Turkiy Guliston or Morality,” as well as his ideas on enlightenment and national awakening. The article scientifically explores the thinker’s interpretation of education and upbringing as the most important factors in human life, the theoretical and practical aspects of his pedagogical activity, and his contribution to the development of the modern Uzbek school system. In addition, the relevance of Abdulla Avloni’s views on knowledge, morality, upbringing, and patriotism for today’s education system is highlighted.
Keywords: Abdulla Avloni, pedagogy, upbringing, enlightenment, morality, Jadid school, education, national awakening.
At the beginning of the 20th century, the national awakening and enlightenment movement gained wide momentum in Turkestan. During this period, among the intellectuals who called the people toward knowledge, culture, and progress, Abdulla Avloni occupied a special place. As a poet, playwright, publicist, public figure, and most importantly, a devoted educator of the people, he left an incomparable mark on the history of Uzbek pedagogy. Abdulla Avloni dedicated his entire life to enlightening the nation and educating the younger generation in the spirit of knowledge and morality.
Throughout his career, Avloni worked as a teacher, established new-method schools, created textbooks, and encouraged the public toward enlightenment through the press. His pedagogical views were innovative for his time and continue to play a significant role in shaping the modern education system today.
The thinker’s work “Turkiy Guliston or Morality” is considered a masterpiece of Uzbek folk pedagogy. In this work, he scientifically presents his views on morality, upbringing, knowledge, and human development. Avloni’s ideas on education and upbringing have retained their relevance not only in his own time but also in the present day. Therefore, studying his pedagogical heritage and applying it to modern educational practice holds great scientific and practical significance.
Abdulla Avloni (1878–1934) is one of the most prominent enlightenment figures, educators, and writers to emerge during the period of national awakening of the Uzbek people. He was born on July 12, 1878, in the Mergancha neighborhood of Tashkent, into a family of craftsmen. Showing an interest in learning from an early age, Avloni first studied at a traditional school and later at a madrasa. Entering the world of literature and enlightenment in his youth, this talented young man began writing poetry at the age of fifteen. In his early works, he called on the people to escape ignorance, study in new-method schools, and acquire knowledge and professions.
Avloni’s enlightenment activity was primarily manifested in the field of journalism. In 1907, he published the newspapers “Shuhrat” and “Osiyo”, serving as their editor and promoting ideas of enlightenment, unity, and progress. Although the tsarist government soon shut down these publications, Avloni did not cease his activities. He continued his work in the newspapers “Sadoyi Turkiston”, “Turon”, and the journal “Kasabachilik Harakati”, making an invaluable contribution to the formation of Uzbek journalism. He regarded the press as a force that awakens the people, calling it “a lamp that illuminates the darkness of ignorance.”
Abdulla Avloni’s pedagogical activity formed the essence of his entire life. He viewed teaching not merely as a profession but as a sacred duty in service to the nation. In his lessons, he paid special attention to nurturing students’ independent thinking, patriotism, and moral purity. He considered expressive reading, emotional engagement with texts, and sincere communication between teacher and student as essential components of the educational process.
In “Turkiy Guliston or Morality,” Avloni deeply analyzes the issue of human perfection. According to him, upbringing is the fundamental foundation of human life. He famously wrote: “For us, upbringing is a matter of either life or death, salvation or destruction, happiness or catastrophe.” Through these words, Avloni interprets upbringing not only as a personal matter but as a factor determining the fate of the nation.
In his works, he divides upbringing into four main directions:
The timing of upbringing – education must begin from early childhood;
Physical upbringing – a healthy mind is formed through a healthy body;
Intellectual upbringing – developing intelligence, striving for knowledge, and cultivating thinking; Moral upbringing – instilling virtues such as honesty, conscience, patience, and compassion.
Avloni’s pedagogical views were considered innovative approaches in his time. He regarded education and upbringing as inseparable concepts “like body and soul,” emphasizing that teaching and moral education complement one another.
The thinker viewed morality as the highest human virtue. In “Turkiy Guliston or Morality,” he divided human behavior into two categories: good morals and bad morals. Good morals include patriotism, cleanliness, courage, conscience, patience, and kindness, while bad morals include ignorance, anger, laziness, lying, and greed. Avloni supported these ideas with verses from the Qur’an, hadiths, and the wisdom of thinkers such as Socrates, Aristotle, Ibn Sina (Avicenna), Sa‘di, and Bedil.
As an educator, Avloni sought to cultivate love for the mother tongue, respect for knowledge, diligence, and loyalty to the homeland among the younger generation. His poems and fables written for children possess strong educational value, fostering love for books, labor, and nature. In his poems about the Motherland, the poet depicts the homeland as a beautiful, generous, and prosperous land, instilling a sense of pride and honor in children.
Avloni’s work “A Brief History of the Prophets and the History of Islam” was written in a religious-enlightenment direction, aiming to acquaint the younger generation with Islamic history and enrich their spiritual world. This work was widely used as a textbook for primary schools in its time.
The thinker was not only a writer but also an active practical educator. During the 1920s and 1930s, Abdulla Avloni taught at the Teachers’ Seminary in Tashkent, the Faculty of Pedagogy, and the Central Asian University, where he trained many young teachers. During these years, he compiled the textbook “Literature Chrestomathy,” thereby laying the foundation for the methodology of teaching Uzbek literature in schools.
Throughout his life, Avloni devoted himself wholeheartedly to the enlightenment of the nation. In recognition of his services, he was awarded the honorary title “Hero of Labor” in 1927 and “Shock Worker of Public Education of Uzbekistan” in 1930. His name is still remembered with great respect in the history of the Uzbek education system. Today, schools, streets, scientific centers, and a museum at the Institute for Advanced Training of Teachers in Tashkent bear the name of Abdulla Avloni, honoring his invaluable contribution to education and enlightenment.
Abdulla Avloni regarded education as a powerful force leading the people toward freedom, culture, and progress. He emphasized the irreplaceable role of the teacher’s personality in educating the younger generation as well-rounded individuals. Therefore, Avloni can be regarded not only as a great figure of his own time, but also as one of the founders of the entire history of Uzbek pedagogy.
In conclusion, Abdulla Avloni is a great educator, poet, and enlightener who left an indelible mark on the spiritual and educational life of the Uzbek people. His views remain highly relevant not only for his own era, but also for the modern education system today. In his pedagogical activity, Avloni placed upbringing at the center of human life, interpreting it as the most important factor in the nation’s prosperity and the development of society.
His work “Turkiy Guliston or Morality” is a masterpiece of Uzbek pedagogical thought. It addresses the issues of educating a well-rounded generation based on values such as moral integrity, aspiration for knowledge, patriotism, compassion, and humaneness. For Avloni, education and upbringing were inseparable concepts; he highly valued the teacher as the most important figure shaping the future of the nation.
Even today, the ideas put forward by Avloni—humanism, moral education, loyalty to national values, love of knowledge, and the cultivation of independent thinking—are fully aligned with the main directions of modern education. Therefore, the legacy of Abdulla Avloni stands as the foundation of Uzbek pedagogy and an inexhaustible spiritual source in the upbringing of the younger generation.
References
Zunnunov, A. (2004). History of Pedagogy. Tashkent.
Dolimov, U. Abdulla Avloni as the Founder of Uzbek Pedagogy of the National Awakening Period.
Ziyouz. (n.d.). Retrieved from www.ziyouz.com
Daminova Sevinch Tuychi qizi was born in 2006 in Shahrisabz district, Kashkadarya region, Uzbekistan. She graduated successfully from Secondary School No. 72 in Shahrisabz district, Kashkadarya region. Since 2023, she has been a student of the present-day National Pedagogical University of Uzbekistan.
During her academic journey, she has distinguished herself through her high level of activity, strong interest in science, and initiative. She has carried out volunteer activities at the Pinnacle Science Republican Scientific Center, contributing to the promotion of scientific research among young people.
Sevinch Daminova is the author of scientific articles published in prestigious journals of countries such as the United States, Singapore, and Russia, which reflects her recognition at the international level as a young researcher. She is the holder of more than 50 diplomas and certificates and has actively participated in numerous national and international competitions.
In 2025, she became the recipient of the “Future Star” Statuette, organized on the scale of the Commonwealth of Independent States. She has also been awarded the “Advanced Generation” badge and the “Devoted to High Science” badge. In the “Mosaic of Nations” competition organized by the Jadids International Scientific Research Association, she won first place and was awarded the “Friendship” badge.
She is the author of a number of poems and international scientific articles, successfully combining creativity and scientific research. She is a determined and ambitious young scholar who aims to contribute to the development and prosperity of her country in the future.
