International Nordic University Scientific Journal
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Biologiya o'qitish jarayonida ekologikintegativ yondashuvlar
Ushbu maqola biologiya o‘qitish jarayonida ekologik-integrativ yondashuvlarni o‘rganishga bag’ishlangan. Tadqiqotning asosiy maqsadi — xalqaro tajribadagi ekologikintegrativ modellarni tahlil qilish va O‘zbekiston ta’lim tizimida biologiya o‘qitish jarayoniga ushbu yondashuvlarni joriy etish imkoniyatlarini aniqlashdir. Tadqiqot muammosi shundan iborat: O‘zbekiston umumta’lim maktablarining 7–11-sinf biologiya dasturlarida fanlararo ekologik integratsiya tizimli tarzda amalga oshirilmaydi. Bu esa o‘quvchilarda ekologik ta’lim-tarbiya samaradorligiga salbiy ta’sir qiladi. Tadqiqotda qiyosiy-tarixiy tahlil va tizimli tahlil metodlaridan foydalanildi. Manba sifatida xalqaro ilmiy maqolalar, Kembrij va Singapur, Finlyandiya va Germaniya milliy ta'lim dasturlari, GreenComp (Bianchi va boshq., 2022) doirasi hamda O‘zbekistonning amaldagi normativ hujjatlari tahlil qilindi.
Abduraxmanova Iqbolxon Yulchiyevna
PhD
Til dekolonizatsiyasida sohalararo integratsiya ahamiyati: adabiyotlar sharhi
Ushbu maqolada til dekolonizatsiyasida sohalararo integratsiya ahamiyatiga e’tibor qaratiladi. U tegishli adabiyotlarning sharhi bo‘lib, to‘rt qismga bo‘lingan. Avvalo, til ta’limi va dekolonizatsiyasini birga o‘rgangan tadqiqotlar tahlil qilinadi. Ikkinchidan, til ta’limida his-tuyg‘ular o‘rni haqidagi izlanishlar ko‘rib chiqiladi. Uchunchidan, til dekolonizatsiyasi, ta’limi va tegishli his-tuyg‘ular kabi uchta soha kesishgan yo‘nalishda olib borilgan tadqiqotlar tahlili tadqim etilib, muhim bo‘shliqlar aniqlanadi. To‘rtinchidan, dekolonizatsiya bilan hamisha yonma-yon turuvchi ijtimoiy adolat yetishmasligining asosiy ko‘rninishlari muhokama qilinadi. Maqola so‘ngida tahlil qilingan adabiyotlardan kelgusi izlanishlar uchun xulosalar chiqariladi.
Kamil Tilyabayev
PhD
EMBEDDING EXTERNAL QUALITY ASSURANCE IN CREDIT-MODULAR SYSTEMS: HOW MALAYSIA’S QUALIFICATIONS ARCHITECTURE BRIDGES THE POLICY-PRACTICE GAP FOR UZBEKISTAN.
The credit-modular system is now the standard structure of higher education in Uzbekistan, but its value depends on external quality assurance (EQA): the standards, accreditation, and recognition that turn a credit into a unit of trust. This article argues that EQA works as a transmission mechanism that should carry quality from the system level down to module-level practice, and that this mechanism characteristically fails at the outcome level, producing a policy–practice gap. Using a qualitative comparative document analysis, the study examines Malaysia as a middle-income case in which the mechanism transmits, and compares it with Uzbekistan, where the external machinery has only recently been built. The findings show that Malaysia’s strength lies not in its agency alone but in a single connective instrument, the Malaysian Qualifications Framework, which ties credits to learning outcomes and embeds them in accreditation. Uzbekistan has established an independent national quality agency and a state accreditation system, but it has not yet built this connective framework, and its indicators remain input-oriented. The article concludes that Uzbekistan should add the connective framework and an enhancement orientation; without them, reform risks isomorphic mimicry, in which EQA looks complete but does not improve learning.
Haydarova Kamola Bahodirovna
PhD
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Biologiya o'qitish jarayonida ekologikintegativ yondashuvlar
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