J.J. Campbell (1976 – ?) is old enough to know better. The 3 time Best of The Net nominee and two-time Pushcart Prize nominee, he’s been widely published over the years. Most recently at Yellow Mama, The Beatnik Cowboy, The Rye Whiskey Review, Night Owl Narrative and Disturb the Universe Magazine. His latest book, to live your dreams, published by Whiskey City Press, is available by going here: https://a.co/d/01WIoaxo
Growing up never came to me as a clear turning point—it arrived quietly, almost in the background of ordinary days. I used to imagine adulthood as a stage where everything finally makes sense, where decisions feel natural and confidence is constant. But the first time I truly felt something shift was much less impressive. I remember making a decision I thought was right at the time—nothing dramatic, just something small I didn’t think through carefully. Later, when things didn’t go as expected, there was no one to correct it for me, no one to take over. I had to sit with the result and admit, at least to myself, that it was my responsibility. That moment stayed with me, not because it was big, but because it felt honest. It made me realize that growing up isn’t about having control over everything—it’s about accepting that you don’t, and still taking ownership of your choices.
Over time, I began to notice how much of growing up is tied to uncertainty. There were situations where I had to decide something important—what direction to take, what to prioritize, when to let go of something that no longer felt right—and I didn’t feel ready for any of it. I kept waiting for a moment where everything would feel clear, where I would feel completely sure. But that moment never really came. Instead, I acted while still doubting myself. Sometimes it worked out, sometimes it didn’t, but each time I understood a little more. I realized that confidence is not something you have before making decisions—it’s something you build after facing the consequences of them. That shift changed how I see progress. It’s not about avoiding mistakes anymore; it’s about being able to continue despite them.
Another quiet change happened in how I see people. I used to think in simple terms—someone is either right or wrong, kind or not, trustworthy or not. But real experiences made those categories feel too small. I’ve had moments where someone disappointed me, even though I believed they wouldn’t, and other moments where someone showed unexpected understanding when I needed it most. It forced me to pause before judging too quickly. I started to realize that people carry things you don’t always see—stress, fear, personal struggles—and sometimes their actions reflect that more than their intentions. Growing up, for me, meant learning to look beyond first reactions and trying to understand before forming conclusions. It didn’t make everything easier, but it made things more real.
At the same time, I had to learn how to deal with my own emotions in a more honest way. There were times when I felt overwhelmed or frustrated, and my first instinct was to ignore it, distract myself, or pretend it didn’t matter. But those feelings don’t disappear—they stay, quietly affecting your thoughts and reactions. I remember a situation where I almost responded impulsively to something that upset me, but instead I chose to step back and think about it later. That small decision—to pause—changed the outcome completely. It made me understand that growing up isn’t about not feeling anything deeply; it’s about not letting those feelings control everything you do. It’s a slow process, learning when to speak, when to stay silent, and when to simply give yourself time.
My expectations of life have also changed in ways I didn’t expect. I used to believe that if you worked hard and stayed consistent, things would naturally fall into place. And while effort does matter, reality doesn’t always follow that pattern. There have been moments where I did everything I thought was right and still didn’t get the result I hoped for. At first, that felt frustrating, even unfair. But gradually, I began to understand that life doesn’t owe us predictable outcomes. What matters more is how you respond when things don’t go according to plan. That realization didn’t make things easier, but it made them clearer. It shifted my focus from trying to control everything to learning how to adapt.
What surprised me the most is that growing up isn’t about losing who you were before. It’s not about becoming cold, overly serious, or detached from your own hopes. In fact, I feel like I understand myself better now than I did before. The difference is that my expectations are more grounded. I still care about things deeply, but I’ve learned where to invest my energy so it doesn’t drain me completely. I still have goals, but I no longer expect them to happen quickly or perfectly. Growing up, in that sense, feels less like changing into someone else and more like becoming more aware of yourself—your limits, your strengths, and your patterns.
In the end, what feels most real is that growing up is not a destination you reach, but a way you learn to move through life. It’s in the small decisions, the quiet reflections, the moments when you choose responsibility over comfort. I still don’t have everything figured out, and I don’t think anyone truly does. But I’ve learned to stand by my choices, to accept uncertainty without letting it stop me, and to keep moving forward even when things feel unclear. Maybe that’s what growing up really means—not having all the answers, but being willing to live honestly without them.
We know that now Information Technology is developing at a wide pace. Information systems and technologies are now used all over the world. In addition , technologies such as the Internet of Things, Artificial Intelligence(AI) are becoming part of our lives.Therefore, the greatest demand in the current era is for artificial intelligence. And the demand for this direction is growing. Now we need to understand what Artificial Intelligence is, what its advantages and capabilities are. Artificial intelligence is a field of science and technology that creates machines that can mimic human intelligence.
In other words , it almost imitates the human mind. Basically, Artificial Intelligence is a technology that mimics human thinking, learning, and decision-making processes through computers and programs. Artificial intelligence is mainly based on large amounts of data. As mentioned above, artificial intelligence imitates human thinking, large database comes in handy. This means that artificial intelligence studies every single piece of information in the case of using this base, and helps predict the future through past and present data. AI produces results faster and more accurately than humans.
Another reason for rapid development in areas such as finance , economics , and medicine is that it provides much faster than humans , reduces paperwork and saves time. It has begun to be widely used widely in everyday life. For example, we can consider social networks and search engines. On social networks, users often see content based on their interests. This is because social media algorithms suggest similar content based on users’ interests. This can also be seen in search engines.For example , Yandex and Google. Another example is online shopping, which is becoming increasingly popular. It also provides suggestions that match your wishes, desires, and requirements on these platforms. This is done using artificial intelligence algorithms. In conclusion, artificial intelligence technologies help us achieve more results in less time.
O’rinboyeva Ziynatjon Anvarbek qizi is a third-year student at Tashkent State University of Economics. Winner of the “Robbit Academy” educational program, one of the projects of Najot Ta’lim. She’s a district coordinator at UzMIHU, a graduate of the “Five Million AI Leaders” project courses, a graduate of the “Kelajak Ilmli Qizlar” community, author of several articles and participant in international anthologies, active participant in Zakovat and Zakovat Quiz intellectual games, mentor in three seasons of the Changemakers Challenge project.
Vocabulary knowledge is a fundamental component of language proficiency and academic success. Traditional rote memorization methods often fail to engage students or promote long-term retention. This research focuses on the problem of lack of vocabulary among 9th-grade students. The aim of this study is to identify and implement effective teaching methods to improve students’ vocabulary knowledge. The study was conducted over four weeks with twenty students in a public school in Uzbekistan. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning. After four-week intervention, a post-test was conducted to measure the effectiveness of the new teaching plan. Following the use of interactive methods, 75 percentage of students achieved excellent levels in vocabulary retention. In conclusion, this research shows that vocabulary is a major challenge for students. However, the four-week study proved that when students learn words through short stories and interactive games, they remember them much better.
Vocabulary is widely regarded as one of the most critical components of language proficiency. Without a rich and functional vocabulary, learners find it difficult to comprehend texts, communicate effectively, or engage meaningfully with academic content. As Nation (2001) asserts, vocabulary knowledge underpins all four language skills — reading, writing, listening, and speaking — and its development is therefore central to language education. Despite its recognized importance, vocabulary instruction has often been reduced to decontextualized memorization of word lists — an approach that yields limited results in terms of long-term retention and active use. Learners may be able to recognize a word in isolation yet fail to deploy it appropriately in context. This disconnect between recognition and productive knowledge underscores the need for more dynamic, learner-centered approaches to vocabulary instruction. Interactive activities offer a promising alternative. By engaging learners in meaningful communication, collaboration, and problem-solving, these activities create conditions conducive to deeper vocabulary processing and durable retention. The present article reviews the theoretical basis for interactive vocabulary instruction, surveys relevant empirical studies, and proposes practical strategies applicable to university-level EFL/ESL settings.The case for interactive vocabulary learning is grounded in several well-established theories of language acquisition and cognitive psychology. Understanding these frameworks helps explain why interactive activities are more effective than passive approaches.Craik and Lockhart’s (1972) depth of processing framework proposes that the more deeply a learner processes information, the more durable the resulting memory trace. Interactive activities require learners to analyze, evaluate, and use words in context — all of which constitute deeper processing than simple repetition.
When students discuss, debate, or creatively deploy new vocabulary, they form richer mental representations that are more resistant to forgetting.Schmidt (1990) argued that conscious attention to linguistic form — ‘noticing’ — is a prerequisite for acquisition. Interactive tasks, particularly those involving meaning negotiation, naturally direct learners’ attention to vocabulary gaps and unfamiliar forms, thereby facilitating the noticing necessary for uptake.Vygotsky’s (1978) sociocultural theory emphasizes the role of social interaction in cognitive development. Learning, including vocabulary acquisition, occurs first on the social plane before being internalized. Collaborative activities — such as group discussions, peer teaching, and cooperative games — provide scaffolded environments where learners co-construct meaning, enabling them to acquire vocabulary that might be beyond their current individual capability.Krashen’s Input Hypothesis (1985) and Swain’s Output Hypothesis (1995) together provide a compelling rationale for interactive vocabulary instruction. Comprehensible input exposes learners to new words in context, while the push to produce output forces learners to activate receptive vocabulary, notice gaps, and consolidate their knowledge through use.
Literature Review
The effectiveness of interactive vocabulary instruction is supported by a substantial body of empirical research. Several key studies merit particular attention.
Nation and Newton (1997) investigated the relationship between vocabulary and task design in communicative language teaching. Their findings confirmed that tasks requiring learners to use new words in meaningful contexts produced significantly higher retention rates than decontextualized study. Similarly, Joe (1998) demonstrated that creative retelling of texts — a highly interactive activity — led to greater vocabulary acquisition than simple reading.
A meta-analysis by Elley (1991) on vocabulary learning through listening to stories found that interactive read-alouds, in which teachers pause to discuss and elaborate on word meanings, produced substantial vocabulary gains. This finding was later extended to adult learners in EFL contexts by Horst, Cobb, and Meara (1998), who showed that even incidental exposure to words in rich interactive contexts contributes meaningfully to lexical growth.More recently, studies examining technology-enhanced interactive learning have produced encouraging results. Mayer’s (2009) research on multimedia learning principles supports the use of digital interactive tools, arguing that combining verbal and visual information in interactive formats engages multiple cognitive channels and enhances retention. Studies on gamified vocabulary platforms (e.g., Sung, Chang & Liu, 2016) have reported significant gains in both vocabulary size and learner motivation.
The study was guided by the following three research questions:
1) Why do students have difficulty remembering new English vocabulary?
2) How does regular vocabulary practice influence students’ speaking skills?
3) Do interactive classroom activities help students use new vocabulary more confidently?
Despite the abundance of studies on vocabulary instruction, there is a notable research gap regarding the combined effectiveness of visual aids and gamified learning (such as Quizlet and matching games) in secondary school settings. While most literature focuses on either traditional rote memorization or purely digital platforms, the synergy between physical-visual tools and interactive classroom activities remains under-explored.
Taken together, this body of research makes a compelling case that interactive vocabulary instruction is not merely more engaging than traditional methods — it is demonstrably more effective at producing lasting vocabulary knowledge.
Methodology
The present study was conducted at Secondary School in Uzbekistan, with a 9th-grade class of 20 students (7 boys and 13 girls) at the B1 proficiency level. The intervention lasted four weeks.
Data were collected through multiple instruments: pre-tests and post-tests to measure vocabulary knowledge before and after the intervention; classroom observations to monitor students’ participation and word usage; questionnaires to gather students’ opinions about the activities; and analysis of students’ written work, including compositions and sentences.
The four-week intervention followed a structured plan: Week 1 involved a vocabulary pre-test and needs analysis to identify gaps in students’ existing knowledge; Week 2 focused on teaching vocabulary through short texts and visuals; Week 3 introduced vocabulary games including matching activities and Quizlet; and Week 4 concluded with a post-test, student questionnaire, and reflection session.
In the first week, 10 pre-tests(questionnaire) were taken to identify students` knowledge. Classroom observation was conducted to study students` problems in the lesson. In the second week, words were taught through short stories and visual materials. In the third week, lessons were taught through interactive games like matching words, quizlet. This was interesting and understandable for the students. And last week, a post-test was taken to determine the students’ learning progress. The results have changed significantly.
Types of Interactive Activities for Vocabulary Enhancement
A broad range of interactive activities has been proposed and studied in the vocabulary acquisition literature. The following categories represent the most widely researched and pedagogically robust approaches.
1. Word Games and Competitions. Games such as word bingo, crossword puzzles, vocabulary relay races, and word association competitions introduce an element of play that reduces anxiety and increases motivation. Deesri (2002) found that games used in language classrooms not only increased students’ participation but also improved vocabulary recall compared to conventional instruction. The competitive or playful element encourages multiple encounters with target words — a key condition for retention — while keeping learners emotionally engaged.
2. Role-Plays and Simulations. Authentic, contextualized language use is a hallmark of communicative language teaching. Role-plays and simulations require students to use target vocabulary in scenarios that mirror real-world communication, strengthening the link between form and meaning. Nunan (2004) emphasizes that tasks which replicate genuine communicative demands produce more durable learning outcomes than those focused solely on form.
3. Collaborative Word-Mapping and Concept Tasks. Semantic mapping, word webs, and Frayer models encourage students to explore relationships between words — their synonyms, antonyms, collocations, and conceptual associations. When completed collaboratively, these activities promote discussion and negotiation of meaning, deepening knowledge of individual words and broadening the network of lexical associations.
4. Digital and Technology-Mediated Activities. Digital tools have dramatically expanded the repertoire of interactive vocabulary activities available to educators. Platforms such as Quizlet, Kahoot!, and Wordwall allow teachers to create custom vocabulary games and quizzes that provide immediate feedback and can be revisited for spaced practice. Research by Schmitt (2010) highlights the value of spaced repetition in vocabulary learning, and digital platforms are particularly well-suited to implementing this evidence-based strategy at scale.
5. Task-Based Language Activities. Task-based activities — such as information gap exercises, jigsaw readings, and problem-solving tasks — create a communicative need that drives vocabulary use. Because students require specific vocabulary to complete the task, they are motivated to acquire and deploy it actively. Ellis (2003) argues that such tasks create optimal conditions for incidental vocabulary learning while preserving focus on meaningful communication.
Result
The findings from the four-week classroom intervention at School Number 9 yielded four notable results. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning.
In the Figure1, pie charts show the exact percentage of the survey` result. A survey was conducted among students to find out whether the visual materials were useful to them, and the results were as follows, f1. Second, speaking activities increased students’ confidence; learners who participated in interactive oral tasks demonstrated greater willingness to use new vocabulary in communication. Third, students became more motivated and participated more actively once game-based and collaborative tasks were introduced in Weeks 2 and 3. After four-week intervention, a post-test was conducted to measure the effectiveness of using short stories. Following the use of matching games, 75 percentage of students achieved excellent levels in vocabulary retention.
Figure 1.
Discussion
Vocabulary knowledge is indispensable to language proficiency, yet traditional instructional approaches have often failed to foster the deep, productive knowledge that learners need. Interactive activities — grounded in depth of processing, sociocultural, and communicative language teaching frameworks — offer a pedagogically sound and empirically validated alternative.
The activities reviewed in this article, ranging from word games and role-plays to collaborative mapping tasks and digital platforms, share a common feature: they require learners to engage with words actively, meaningfully, and repeatedly. The research evidence strongly supports the conclusion that such engagement produces superior retention and more flexible, generative vocabulary knowledge.
For EFL educators at the university level, the practical message is clear: vocabulary instruction should be designed around interaction, not memorization. By embedding target vocabulary in rich communicative activities and providing the multiple exposures that acquisition requires, teachers can equip students with the lexical resources they need to succeed academically and professionally. Future research should continue to investigate which specific activity types, delivered in which sequences and contexts, produce the most durable gains for learners at different proficiency levels.
References
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9).
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
INNOVATIVE METHODS OF WORKING WITH VOCABULARY IN MOTHER TONGUE LESSONS
Ahadova Feruzakhon
Kokand State University, Faculty of Primary and Technological Education, 1st year student of Primary Education
Annotation. This article scientifically analyzes modern and innovative methods of working with vocabulary in mother tongue lessons and their role in developing students’ communicative competence. It also highlights the effectiveness of increasing vocabulary based on interactive methods, digital technologies and creative approaches.
Annotation. This article analyzes innovative methods of working with vocabulary in mother tongue lessons and their role in developing students’ communicative competence. It also highlights the effectiveness of interactive methods, digital technologies, and creative approaches in enriching vocabulary.
Abstract. V state rassmatrivayutsya innovatsionnye metody raboty so slovarem na urokax native language and ix role v razvitii rechevoy kompetentsii uchashchihsya. The effectiveness of interactive methods, digital technology and creative approaches is clarified.
Today, at a time when fundamental reforms are being implemented in the education system, the use of modern approaches in teaching the mother tongue is of great importance. In particular, increasing students’ vocabulary, developing their speech activity, and forming independent thinking skills is one of the urgent pedagogical problems. Working with a dictionary is a key component of native language lessons, allowing not only to learn new words, but also to use them correctly, understand them semantically, and actively use them in speech.
According to modern pedagogical theory, it is necessary to use innovative methods in addition to traditional methods in developing students’ language skills. Because today’s student is being formed in an information technology environment, and his educational needs are also changing. Therefore, the introduction of interactive methods, multimedia tools, and creative tasks in the process of working with a dictionary increases efficiency.
Also, working with a dictionary serves as an important tool in developing not only students’ language skills, but also their thinking, logical thinking, and communicative competence. In this regard, this article studies innovative methods of working with a dictionary on a scientific basis and analyzes their practical effectiveness.
LITERATURE ANALYSIS
The issue of working on vocabulary in native language lessons has been studied by many scholars. In particular, A. Gulyamov, in his work “Methodology of Teaching the Native Language”, emphasizes that increasing vocabulary is the main factor in the speech development of students. According to him, through a deep understanding of the meaning of words and their use in speech, students learn to think independently [1].
Also, N. Mahmudov, in his work “Language and Speech Culture”, notes the need for a systematic organization of the process of working with vocabulary. In his opinion, each new word must be mastered by the student based on the context, otherwise it will not become an active vocabulary [2].
S. Matchonov, in his scientific works, specifically focuses on the importance of interactive methods in mastering vocabulary. According to him, methods such as role-playing games, clustering, and brainstorming naturally increase students’ vocabulary [3].In general, the results obtained scientifically confirm that innovative approaches in native language lessons significantly increase the effectiveness of working with a dictionary. This indicates the need to combine traditional methods with innovative approaches in the modern educational process, without completely rejecting them.
CONCLUSION
In conclusion, the process of working with a dictionary in native language lessons is one of the pedagogical areas that is of decisive importance in the formation of students’ speech development, level of thinking and communicative competence. The analysis conducted during the study showed that working with a dictionary is not just a process of teaching new words, but a complex methodological system that shapes students’ attitude to the language, develops their creative and independent thinking.
Traditional approaches – that is, methods of explaining, memorizing and translating words – although useful to a certain extent, cannot fully meet the requirements of today’s education. In a modern educational environment, it is necessary to involve students as active participants, increase their interest and direct them to independent research. In this regard, innovative methods significantly increase the effectiveness of working with a dictionary.
According to the results of the study, interactive methods (cluster, brainstorming, group work), digital technologies (electronic dictionaries, multimedia tools, mobile applications) and gamification elements contribute to the rapid and stable acquisition of vocabulary by students. In particular, these approaches increase students’ interest in the lesson, forming them as active participants and independent thinkers.
Also, the research revealed that when innovative methods are used, students develop not only their vocabulary, but also their speech literacy, level of logical thinking and creative approach. This directly affects the quality of education and the effective organization of the educational process.
In general, organizing work with vocabulary in native language lessons based on modern innovative approaches is one of the important factors in increasing educational efficiency. In the future, teachers should further improve these methods and widely apply them in the educational process. This will serve to form a high level of speech culture, independent thinking and creative approach in students.
REFERENCES
Gulamov A. Methodology of teaching the native language. – Tashkent: Teacher, 2010. – pp. 145–150.
Mahmudov N. Language and speech culture. – Tashkent: Science, 2018. – pp. 98–105.
Matchonov S. Interactive methods in native language education. – Tashkent: Innovation, 2020. – pp. 67–72.
Harmer J. How to Teach English. – London: Longman, 2007. – pp. 120–130.
Ahadova Feruzakxon Kokand State University Faculty of Primary and Technological Education 1st year student of primary education.
Digitizing Laboratory Education: The Synergy of 3D Modeling and Artificial Intelligence
Introduction
In the modern educational landscape, updating the teaching methodology is no longer just about providing hardware; it is about the complete digital transformation of the learning experience. Traditional laboratory settings often face significant hurdles, including a shortage of advanced equipment, high maintenance costs, and safety constraints that prevent complex experimentation. These limitations frequently hinder students from gaining the necessary practical depth in their fields.
The Power of 3D Modeling: Creating Digital Twins
The integration of 3D modeling offers a transformative solution by creating “Digital Twins” of physical laboratory environments. Unlike static diagrams, 3D simulations allow students to interact with machinery and chemical processes in a risk-free, virtual space. This is particularly vital for engineering and science students, as it enables them to perform high-risk experiments—such as high-voltage electrical testing or volatile chemical reactions—without the danger of physical harm or equipment damage. The ability to repeat these simulations infinitely ensures that the student masters the procedure before ever stepping into a physical lab.
AI Integration: Personalized Learning Trajectories
Artificial Intelligence (AI) acts as the “brain” of these digital laboratories. By incorporating AI algorithms, the virtual environment can monitor a student’s progress in real-time. It analyzes the logic behind their actions, the errors they commit, and the time spent on specific tasks.
Adaptive Feedback: If a student struggles with a particular step, the AI provides contextual hints or suggests supplementary theoretical material.
Customization: The system can adjust the difficulty level of the experiments based on the learner’s individual performance, making education truly personalized.
Challenges and Future Outlook
Despite the obvious advantages, the transition to fully digital labs is not without obstacles. Developing high-fidelity 3D environments requires significant computational power and advanced programming expertise (utilizing tools like Python, Unity, or Unreal Engine). Furthermore, digital simulations cannot yet fully replicate the tactile sensory experience of a physical laboratory. Therefore, a hybrid model—combining virtual preparation with physical execution—currently stands as the most effective pedagogical approach.
Conclusion
3D modeling and AI are not just tools; they are the architects of a new era in laboratory education. These technologies offer a scalable, safe, and cost-effective way to enhance the quality of higher education. To fully realize this potential, universities must invest in both technical infrastructure and the digital literacy of their faculty. The future of engineering education lies in this seamless blend of the virtual and the physical worlds.
Shahnoza Amanboyeva is a dedicated first-year Computer Engineering student at Urgench State University. She is passionate about the intersection of technology and education, specifically focusing on virtual simulations and AI-driven learning systems.
1. Dear poet! Please tell us about your childhood.
I was born on July 19, 1960, in Baku, the capital of Soviet Azerbaijan, to a Turkic family of an Azerbaijani father and a Tatar mother. Russian was spoken because it was the lingua franca of the USSR. I spent part of my childhood in the Penza region with my grandparents, who had moved there from the siege of St. Petersburg during World War II. Many of my mother’s relatives died of starvation during the Nazi siege of that city. Among her relatives were renowned musicians of international renown, such as Ravil Martynov, founder and chief conductor of the St. Petersburg State Symphony Orchestra. My father’s mother, my grandmother, Mrs. Sarfinaz, was descended from a Khan clan. Her father, Khan Tagi, had several sons, but after the rise of Soviet power, they were executed. My grandmother survived only because she was married by then, bore her husband’s surname, and lived elsewhere. My father, Alikhas, was a staunch communist and a power engineer by training.
What inspired you to become a writer?
The May Day demonstration of 1968. My father took me to a large seaside square. It was spring, with a bright blue sky and an orchestra playing festive marches. This festive atmosphere inspired my first poems.
2. Who is responsible for a child’s future: parents or the environment?
The child’s parents, the environment, their personal talents, and their unique destiny. I was 15 years old when a stray shot from a neighbor’s gun nearly killed me. I survived and became a poet.
I also graduated from the oldest mining university in Europe, the Saint Petersburg Mining University (founded in 1773), and became a mining engineer and surveyor (a navigator of underground and surface geodetic work). I worked in this specialty in the Caucasus Mountains, the Siberian taiga, and the Arctic tundra of the Far North. I became an explorer, a member of the Russian National Geographical Society (founded in 1845), and the author of fiction and scientific books in seven languages, published in Azerbaijan, Canada, China, Egypt, India, Mexico, Russia, Serbia, Turkey, and the United States.
3. Wars are everywhere on our planet. Do you think we live in a favorable environment?
What should we teach future generations?
I don’t think we live in a favorable environment, but the fact that we’re still alive is a great blessing. Future generations must learn to live in mutual understanding and love; humanity has no other path.
4. Share your opinion on literature.
World literature is as diverse as the peoples inhabiting the planet.
Nevertheless, it is possible to find common ground with all competent writers, because the universal spiritual and cultural values of all peoples are the same.
About e-books.
E-books have a right to exist as a source of knowledge and cultural values alongside paper books. The main thing is that people love to read.
5. What is your opinion of the new generation?
Do we have new talents?
Of course we do. I am the father of four children: two sons and two daughters. They are all talented in various ways. I am convinced that all children are talented, and it is the job of parents and teachers to help them discover their talents.
6. Many poets and writers use AI to write poems and even books.
What is your opinion on this?
I am certain that AI was created to help people, but not to replace their creativity with electronic software. A program can simulate human emotions, but it cannot truly sense them.
7. What are your plans for the future?
I am the author of 108 books of poetry and prose for adults and children, and I plan to continue my creative work.
8. A quote from your book that would inspire a young reader to read your book.
“To fly, you need wings. If you’re a poet, you’ll definitely fly.”
