Sun’iy Intellekt va Raqamli Iqtisodiyot

sifatini oshirish bilan birga, sanoat korxonalarining tashqi iqtisodiy faoliyatida inson kapitalidan foydalanish samaradorligini yaxshilaydi. Shuningdek, “Adaptive Learning” tizimlarining joriy etilishi tashqi iqtisodiy faoliyat menejerlarini tayyorlashni korxonaning strategik rivojlanish maqsadlari bilan uyg‘unlashtirish imkonini beradi. Raqamli ta’lim platformalari orqali korxonaning real ehtiyojlariga mos kompetensiyalar shakllantiriladi. Bu esa tashqi iqtisodiy faoliyatni boshqarishda kadrlar salohiyatini strategik darajada rivojlantirishga xizmat qiladi. Xulosa va amaliy tavsiyalar. Tadqiqot natijalari shuni ko‘rsatadiki, sanoat korxonalarining tashqi iqtisodiy faoliyat menejerlarini tayyorlashda sun’iy intellektga asoslangan “Adaptive Learning” tizimlaridan foydalanish yuqori samaradorlikka ega. Ushbu tizimlar bilimlarni individuallashtirish, amaliy ko‘nikmalarni rivojlantirish va o‘qitish jarayonini optimallashtirish orqali kadrlar tayyorlash sifatini sezilarli darajada oshiradi. Bu esa sanoat korxonalarining tashqi iqtisodiy faoliyatida raqobatbardoshlikni ta’minlashga xizmat qiladi. Amaliy jihatdan sanoat korxonalariga tashqi iqtisodiy faoliyat menejerlarini tayyorlash va qayta tayyorlashda “Adaptive Learning” tizimlarini izchil joriy etish, raqamli ta’lim infratuzilmasini rivojlantirish va sun’iy intellekt asosidagi o‘qitish vositalaridan faol foydalanish tavsiya etiladi. Ushbu yondashuv sanoat korxonalarining tashqi iqtisodiy faoliyatini boshqarishda kadrlar salohiyatini mustahkamlash va uzoq muddatli barqaror rivojlanishni ta’minlashga xizmat qiladi. Foydalanilgan adabiyotlar: 1. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston: Center for Curriculum Redesign. [1] 2. Krouska, A., Troussas, C., & Virvou, M. (2020). The effect of adaptive learning systems. Education and Information Technologies, 25(6), 5225–5244. 3. OECD. (2021). Digital education outlook 2021. Paris: OECD Publishing. 4. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2020). Intelligence unleashed: An argument for AI in education. London: Pearson. [2] 5. World Economic Forum. (2022). Accelerating the reskilling revolution. Geneva: WEF. EMOTIVE-EXPRESSIVE DEVICES IN ENGLISH AND UZBEK MEDIA DISCOURSE: A COMPARATIVE LINGUISTIC ANALYSIS Hasanboyev Ilhomjon Abdubanno o‘g‘li, University of Business and Science, o‘qituvchi Email: i.hasanboyev@gmail.co Abstract. The article presents a comparative linguistic analysis of emotive-expressive devices in English and Uzbek media discourse. It examines their theoretical foundations, functional features, and pragmatic roles in mass media texts. Emotive-expressive units are considered as linguistic means that convey emotions, evaluation, and subjective attitudes, thereby enhancing the persuasive potential of media discourse. The study identifies both similarities and language-specific differences in the use of lexical, grammatical, and stylistic resources, shaped by cultural and communicative factors. The research is based on a 199

descriptive-analytical methodology and contributes to the study of emotional expression in media communication. Key words: emotive-expressive devices, media discourse, emotivity, expressiveness, emotionality, comparative linguistics Annotatsiya. Mazkur maqolada ingliz va o‘zbek mediadiskursida emotiv-ekspressiv vositalarning qiyosiy lingvistik tahlili amalga oshiriladi. Unda emotiv-ekspressiv birliklarning nazariy asoslari, funksional xususiyatlari hamda ommaviy axborot vositalari matnlaridagi pragmatik roli yoritiladi. Emotiv-ekspressiv vositalar hissiyot, baholash va subyektiv munosabatni ifodalovchi lingvistik birliklar sifatida talqin qilinib, ular mediadiskursning ta’sirchanlik va ishontiruvchanlik salohiyatini kuchaytiruvchi muhim omil ekanligi asoslab beriladi. Tadqiqot natijasida ingliz va o‘zbek tillarida emotiv-ekspressivlikning leksik, grammatik va stilistik vositalar orqali ifodalanishida umumiyliklar bilan bir qatorda, madaniy va kommunikativ omillar bilan belgilanadigan tilga xos farqlar ham aniqlanadi. Tadqiqot tavsifiy-analitik metodologiyaga asoslangan bo‘lib, media kommunikatsiyada emotsional ifoda muammolarini o‘rganishga muayyan hissa qo‘shadi. Kalit so‘zlar: emotiv-ekspressiv vositalar, mediadiskurs, emotivlik, ekspressivlik, emotsionallik, qiyosiy lingvistika Аннотация. В статье представлен сопоставительный лингвистический анализ эмотивно-экспрессивных средств в английском и узбекском медиадискурсе. Рассматриваются их теоретические основы, функциональные характеристики и прагматическая роль в текстах средств массовой информации. Эмотивно-экспрессивные единицы интерпретируются как языковые средства выражения эмоций, оценочности и субъективного отношения, способствующие усилению воздействующего и убеждающего потенциала медиадискурса. В ходе исследования выявляются как общие черты, так и языково-специфические различия в использовании лексических, грамматических и стилистических ресурсов, обусловленные культурными и коммуникативными факторами. Исследование основано на описательно-аналитической методологии и вносит вклад в изучение проблем эмоционального выражения в медиакоммуникации. Ключевые слова: эмотивно-экспрессивные средства, медиадискурс, эмотивность, экспрессивность, эмоциональность, сопоставительная лингвистика Introduction. Despite sustained scholarly interest in the study of emotions across linguistics, psychology, and communication studies, the role of emotions in language remains a complex and contested issue in contemporary linguistics. Recent linguistic paradigms increasingly recognize that language is not merely a neutral instrument for conveying factual information, but also a powerful means of expressing evaluation, attitude, and emotional stance. This shift has drawn particular attention to discourse types in which emotional influence is especially pronounced, most notably media discourse. In the context of modern society, mass media functions as a key mediator between events and public interpretation. Media texts actively participate in constructing social reality by selecting, framing, and evaluating information. As a result, media discourse plays a decisive role in shaping public opinion, ideological positions, and collective emotional responses. This communicative function makes media discourse a highly relevant object for investigating the linguistic mechanisms through which emotions and evaluations are encoded and transmitted. A number of discourse analysts emphasize the inherently evaluative and persuasive nature of media communication. Teun A. van Dijk argues that media 200

texts are ideologically structured and rely on emotionally marked lexical and syntactic choices to influence audience perception. According to his sociocognitive model, emotive language in the media contributes to the formation of shared mental models that shape how social events and actors are interpreted [11] Similarly, Norman Fairclough views media discourse as a form of social practice in which emotional and evaluative meanings are embedded within linguistic structures. He maintains that emotive-expressive devices function as tools of implicit evaluation, reinforcing power relations and guiding audience attitudes without overt persuasion [4] From this perspective, emotional framing is not incidental but a systematic feature of media discourse. Against this background, the study of emotive-expressive devices becomes particularly significant. Media texts exhibit a high degree of emotionalization, where linguistic resources are strategically deployed to attract attention, intensify evaluation, and shape readers’ emotional engagement. These tendencies necessitate a comparative linguistic analysis of emotive-expressive means, especially across languages such as English and Uzbek, which differ in cultural norms, communicative conventions, and discourse traditions. Early linguistic research predominantly prioritized the cognitive and informational functions of language, often relegating emotional expression to a marginal position. Functional and structural approaches developed by scholars such as Karl Bühler, Edward Sapir, and Gustave Guillaume emphasized rational meaning-making and conceptual structures, viewing emotions as secondary or extralinguistic phenomena. In contrast, representatives of the expressive-functional tradition foregrounded the emotional dimension of language. Charles Bally argued that expressiveness constitutes an essential component of linguistic meaning, enabling speakers to convey subjective attitudes and emotional evaluations alongside propositional content [2]. Similarly, Michel Bréal considered emotional expression a fundamental function of language, closely linked to evaluation and speaker stance [3]. Contemporary linguistics has largely rejected the dichotomy between language and emotion. Modern theoretical and empirical studies demonstrate that emotions are systematically encoded at multiple linguistic levels and play an active role in discourse organization. This paradigm shift led to the emergence of emotiology, an interdisciplinary field developed by V.I. Shakhovskiy. He conceptualizes emotivity as a linguistic category representing emotional-evaluative meaning inherent in language units, while emotionality is defined as a psychological characteristic external to language but influencing its use [8] Within this framework, expressiveness is interpreted as a functional-stylistic category aimed at intensifying semantic and pragmatic impact. V.N. Teliya emphasizes that expressiveness relies on evaluative and figurative connotations that activate emotional responses in the addressee [9]. Likewise, I.V. Arnold highlights the role of stylistically marked units in strengthening both emotional and 201

logical influence in discourse [1]. Together, these approaches establish a theoretical foundation for analyzing emotive-expressive language as a systematic and functional phenomenon. Media discourse is characterized by a high concentration of emotiveexpressive devices due to its persuasive orientation and evaluative objectives. In English media discourse, this phenomenon has been extensively examined within corpus-based and discourse-analytic frameworks. Geoff Thompson emphasizes that evaluation in media texts is frequently realized through emotively charged lexis and grammatical structures, which encode the writer’s stance and guide reader interpretation [10]. His work demonstrates how emotive meaning is integrated into seemingly objective news reporting. Similarly, Susan Hunston, through corpus-based analysis, shows that evaluative and emotive language is a systematic feature of journalistic discourse rather than a stylistic deviation. She argues that intensifiers, evaluative adjectives, and stance markers function as conventionalized tools for expressing attitude and aligning readers with particular viewpoints [5] In Uzbek media discourse, emotive-expressive language has been analyzed by scholars such as Sh. Rahmatullayev, who investigates evaluative semantics and stylistic coloring in publicistic texts [7] , and N. Mahmudov [6], who highlights the cultural specificity of emotional expression in Uzbek discourse. Their studies indicate that emotive meaning in Uzbek media is often conveyed through evaluative adjectives, intensifying adverbs, metaphorical expressions, and culturally marked phraseological units. The research is based on a descriptive-analytical methodology. Authentic English and Uzbek media texts from newspapers and online news platforms were analyzed to identify emotive-expressive linguistic units at lexical, grammatical, and stylistic levels. The comparative approach allowed for the identification of both common patterns and language-specific features in the realization of emotiveexpressive meaning in media discourse. According to the descriptive-analytical and comparative analysis of authentic English and Uzbek media texts revealed that emotive-expressive meaning is systematically realized at lexical, grammatical, and stylistic levels in both languages. However, the forms, frequency, and degree of explicitness of these devices vary considerably, reflecting language-specific and culture-dependent patterns of media communication. Lexical Level At the lexical level, English media discourse demonstrates a high frequency of emotionally charged and evaluative vocabulary. Journalistic texts often employ adjectives and nouns with strong emotive connotations to frame events and influence audience perception. For example: The decision sparked outrage among the public. The country faced a devastating economic crisis. In these examples, lexical items such as outrage and devastating function as 202

emotive-expressive units that convey negative evaluation and intensify the emotional impact of the message. In Uzbek media discourse, emotive meaning at the lexical level is also present but tends to be more restrained and context-dependent. Emotional evaluation is frequently expressed through adjectives and participial forms that carry implicit evaluative meaning: Mazkur voqea jamoatchilikda katta xavotir uyg‘otdi. Bu holat achinarli oqibatlarga olib keldi. Here, words such as xavotir and achinarli express emotional evaluation while maintaining a relatively neutral journalistic tone, which is characteristic of Uzbek media discourse. Grammatical Level Grammatically, English media texts actively employ intensifiers, modality, and syntactic emphasis to enhance emotive-expressive meaning. Intensifying adverbs (extremely, deeply, highly) and modal constructions contribute to the evaluation of events: The proposal was deeply controversial. The government must urgently address the issue. Such constructions signal the author’s stance and reinforce emotional urgency. In Uzbek media discourse, grammatical emotivity is often realized through adverbs of degree (juda, nihoyatda, o‘ta) and modal-evaluative constructions: Muammo nihoyatda dolzarb hisoblanadi. Mazkur masalaga jiddiy e’tibor qaratish lozim. These grammatical forms convey evaluation and emotional involvement while preserving indirectness and formality, which aligns with Uzbek communicative norms. Stylistic and Discourse Level At the stylistic level, English media discourse frequently utilizes expressive syntactic structures such as short emphatic sentences, rhetorical questions, and exclamatory headlines: A shocking failure! How could this have happened? These stylistic devices heighten emotional engagement and guide readers’ interpretative response. Uzbek media discourse, by contrast, relies more heavily on metaphorical expressions, phraseological units, and culturally marked imagery to convey emotive meaning: Vaziyat tobora keskinlashib bormoqda. Bu masala jamiyat hayotida og‘riqli nuqta bo‘lib qolmoqda. The comparative analysis demonstrates that both English and Uzbek media discourse employ emotive-expressive devices as strategic tools for shaping public perception and influencing audience attitudes. Nevertheless, English media texts 203

tend to favor explicit, direct, and highly intensified emotional expression, whereas Uzbek media discourse shows a preference for implicit, moderated, and culturally framed emotive expression. These differences indicate that emotive-expressive meaning in media discourse is not only a linguistic phenomenon but also a reflection of broader cultural, communicative, and discourse-specific conventions. Thus, emotive-expressive devices function as an interface between language, emotion, and social values in both linguistic system. Conclusion. This study has shown that emotive-expressive devices are essential components of English and Uzbek media discourse, shaping public opinion and guiding audience interpretation. In English, emotional meaning is expressed explicitly through charged vocabulary, intensifiers, and emphatic constructions, whereas Uzbek media conveys emotions more subtly, reflecting cultural and communicative norms. These devices function systematically at lexical, grammatical, and stylistic levels, highlighting the interplay between language, emotion, and socio-cultural context. The comparative analysis demonstrates both universal patterns and language-specific features, providing insights for media linguistics, discourse studies, and cross-cultural communication. References: 1. Arnold, I.V. (2002). Stylistics: Modern English. 4th ed. Moscow: Flinta: Nauka. 2. Bally, C. (1932). Traité de stylistique française. Paris: Payot. 3. Bréal, M. (1900). Essai de sémantique. Paris: Hachette. 4. Fairclough, N. (1995). Media Discourse. London: Edward Arnold. 5. Hunston, S. (2002). Corpus Approaches to Evaluation: Phraseology and Evaluative Language. Oxford: Oxford University Press. 6. Mahmudov, N. (2010). Evaluation and Stylistic Features in Uzbek Media Texts. Tashkent: Fan. 7. Rahmatullayev, Sh. (2012). Emotive-Expressive Means in Publicistic Uzbek Discourse. Tashkent: National University Press. 8. Shakhovskiy, V.I. (2008). Linguistic Theory of Emotions. Moscow: Gnozis. 9. Teliya, V.N. (1997). Expressiveness. In: Karaulov, Yu.N. (Ed.), Russian Language: Encyclopedia. 2nd ed. Moscow: Bol’shaya Rossiyskaya Entsiklopediya. 10. Thompson, G. (1996). Introducing Functional Grammar. London: Arnold. 11. Van Dijk, T.A. (1998). Ideology: A Multidisciplinary Approach. London: Sage. GAMIFICATION IN EDUCATION: ENHANCING STUDENT ENGAGEMENT AND LEARNING OUTCOMES Haydarova Nodira, student of SamSIFL alisherovnanodira06@gmail.com Scientific Supervisor: S.U. Rasulova Acting Associate Professor, PhD, SamSIFL Annotatsiya. Mazkur maqolada ta’lim jarayonida gamifikatsiyadan foydalanishning talabalar faolligi, motivatsiyasi va o‘quv natijalariga ta’siri tahlil qilinadi. Gamifikatsiya interaktiv va samarali ta’lim muhitini yaratishda muhim pedagogik vosita sifatida yoritiladi. Kalit so‘zlar: gamifikatsiya, ta’lim, talabalar faolligi, motivatsiya, o‘quv natijalari. Аннотация: В статье рассматривается влияние геймификации на вовлечённость, мотивацию и учебные результаты студентов. Показано, что использование игровых 204

элементов способствует повышению активности, интереса к обучению и эффективности образовательного процесса. Ключевые слова: геймификация, образование, вовлечённость студентов, мотивация, результаты обучения. Abstract. This article explores the impact of gamification on student engagement, motivation, and learning outcomes. The study shows that integrating game elements into education enhances learner participation, interest, and the overall effectiveness of the learning process. Keywords: gamification, education, student engagement, motivation, learning outcomes. Introduction. Modern education faces multiple challenges, including maintaining student motivation, engagement, and academic performance. Traditional teaching methods often fail to fully engage students or accommodate diverse learning needs. Gamification—the application of game design elements such as points, badges, levels, and leaderboards in educational settings—has emerged as a promising solution to enhance learning experiences. By integrating gamified elements, educators can create environments that encourage collaboration, critical thinking, and problem-solving skills. Gamification also stimulates intrinsic motivation, encouraging students to voluntarily engage with the material rather than merely complete tasks for grades. In online or blended learning environments, gamification becomes particularly relevant, as it helps maintain engagement where face-to-face interaction is limited. Moreover, gamification can personalize the learning process. Adaptive game elements allow students to progress at their own pace, receive immediate feedback, and visualize their achievements, which reinforces learning and builds confidence. Consequently, gamification represents both a pedagogical and motivational innovation that aligns with the demands of 21st-century education. Literature Review. Research demonstrates that gamification positively affects student engagement, motivation, and learning outcomes. Deterding et al. (2011) highlighted that game elements effectively tap into intrinsic and extrinsic motivational factors, increasing attention and persistence in learning tasks. Domínguez et al. (2013) observed significant improvements in participation and academic achievement when students engaged in gamified activities such as point systems, challenges, and leaderboards. Gamification also supports collaborative learning. When students work together to achieve game-related goals, they develop teamwork skills and learn from peer interactions. Furthermore, gamified learning promotes problem-solving and critical thinking, as students encounter progressively challenging tasks. Research indicates that students in gamified environments report higher satisfaction, improved confidence in their abilities, and better retention of knowledge compared to traditional classrooms (Kapp, 2012; Hamari et al., 2014). Several studies emphasize that gamification is not just a motivational tool but also a pedagogical strategy. Lee & Hammer (2011) argue that well-designed gamified courses can enhance instructional design by structuring learning in incremental steps, providing immediate feedback, and encouraging repeated 205

practice—all essential for mastery learning. In addition, digital gamified tools provide analytics that help educators monitor student progress and identify areas where intervention is required. Methodology. This study employs a mixed-methods approach, combining quantitative and qualitative data. Multiple schools and universities implementing gamification in both in-person and online classrooms were examined. Data were collected using surveys, interviews, and academic performance records to assess student engagement, motivation, and learning outcomes. Participants included students from secondary and higher education levels to capture a broad range of experiences. Surveys evaluated motivation, engagement, and satisfaction with gamified learning, while academic records measured changes in performance. Interviews with educators provided insight into the practical implementation of gamified strategies and the perceived benefits and challenges. Data analysis focused on correlations between the type of gamification elements used (points, badges, leaderboards, challenges) and measurable improvements in student engagement and academic achievement. Additional attention was given to the impact on soft skills development, including collaboration, communication, and problem-solving abilities. Results and Discussion. The study found that gamification significantly increases student engagement, participation, and academic performance. Students reported higher interest in lessons, stronger motivation to complete assignments, and a greater desire to achieve personal learning goals. Gamified activities encouraged friendly competition, collaboration, and active participation, leading to a deeper understanding of course material. Gamified learning environments also improved knowledge retention and problem-solving skills. The use of points, badges, and challenges provided continuous feedback and recognition, reinforcing learning progress. Students appreciated the clear structure of gamified courses, which allowed them to track their achievements and set incremental goals. Educators reported that gamification positively influenced classroom dynamics. Students became more proactive, collaborative, and willing to engage in discussions and problem-solving activities. Teachers also noted that gamification helped identify struggling students early, as digital tools track performance and participation in real-time. However, the study also identified potential challenges. Poorly designed gamification can lead to overemphasis on extrinsic rewards, fostering competition at the expense of collaboration. Additionally, some students may feel stressed by leaderboards or pressured by gamified tasks. Therefore, careful planning, balancing competition and cooperation, and aligning game elements with learning objectives are crucial for effective implementation. Overall, the findings confirm that gamification enhances both engagement and academic outcomes when applied thoughtfully. It provides a framework for 206

interactive, motivating, and student-centered learning while supporting the development of 21st-century skills. Conclusion. Gamification is an effective strategy for enhancing student engagement, motivation, and learning outcomes. By integrating game elements into educational contexts, educators can foster collaboration, critical thinking, problem-solving, and intrinsic motivation. Gamification is applicable across various educational settings, including traditional classrooms, blended learning, and online courses. Future research should explore the long-term effects of gamification, optimal combinations of game elements for different age groups and disciplines, and the potential for integrating adaptive technologies to personalize learning further. Educators are encouraged to implement gamification thoughtfully to balance educational objectives with engaging, interactive experiences that promote deep and meaningful learning. References: 1. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15. 2. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. 3. Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1–5. 4. Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer. 5. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034. 6.Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press. 7. Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O‘Reilly Media. BO‘LAJAK O‘QITUVCHILARNING RAQAMLI KOMPETENTLIGINI SUN’IY INTELLEKT PLATFORMALARI ASOSIDA RIVOJLANTIRISH MEXANIZMLARINI TAKOMILLASHTIRISH Homidov Abdulkodir G‘aybullayevich, SamDPI, mustaqil izlanuvchisi.homidov.abdulqodir@gmail.com Annotatsiya. Mazkur maqolada bo‘lajak o‘qituvchilarning raqamli kompetentligini sun’iy intellekt (SI) platformalari asosida rivojlantirish mexanizmlarini takomillashtirish masalalari tahlil qilinadi. Tadqiqotda SI texnologiyalarining ta’lim jarayoniga integratsiyasi, pedagogik samaradorligi va bo‘lajak o‘qituvchilarning kasbiy tayyorgarligiga ta’siri tahlil qilinadi. Kalit so‘zlar: sun’iy intellekt, raqamli kompetentlik, ta’lim texnologiyalari, o‘qituvchi tayyorlash, innovatsion ta’lim. 207

Аннотация. В данной статье анализируются вопросы совершенствования механизмов развития цифровой компетентности будущих учителей на основе платформ искусственного интеллекта (ИИ). В исследовании анализируется интеграция технологий ИИ в образовательный процесс, их педагогическая эффективность и влияние на профессиональную подготовку будущих учителей. Ключевые слова: искусственный интеллект, цифровая компетентность, образовательные технологии, подготовка учителей, инновационное образование. Abstract. This article analyzes the issues of improving mechanisms for developing the digital competence of future teachers based on artificial intelligence (AI) platforms. The study analyzes the integration of AI technologies into the educational process, their pedagogical effectiveness, and their impact on the professional training of future teachers. Keywords: artificial intelligence, digital competence, educational technologies, teacher training, innovative education. Kirish. Zamonaviy ta’lim tizimida o‘qituvchilarning raqamli kompetentligini rivojlantirish masalasi dolzarb ahamiyat kasb etadi. Raqamli iqtisodiyot va global raqamli transformatsiya jarayonlari ta’lim sohasida yangi imkoniyatlar yaratmoqda. Sun’iy intellekt (SI) texnologiyalarining o‘qituvchilarning kasbiy faoliyatida qo‘llanilishi nafaqat o‘quv jarayonini samarali tashkil etish, balki pedagogik kompetentlikni oshirish uchun ham katta imkoniyatlar yaratmoqda. Bo‘lajak o‘qituvchilarning raqamli kompetentligini rivojlantirish, ularning axborot texnologiyalaridan foydalanish ko‘nikmalarini kengaytirish, shuningdek, ta’lim jarayonida innovatsion yondashuvlar bilan ishlashni o‘rgatish maqsadida, sun’iy intellekt platformalarining ta’lim jarayonida qanday integratsiya qilinishi kerakligi o‘rganilishi lozim. Shu bilan birga, o‘qituvchilarga raqamli vositalarni samarali qo‘llash ko‘nikmalarini shakllantirish uchun mo‘ljallangan o‘quv modullarining samaradorligini tahlil qilish, bu jarayonni takomillashtirish yo‘llari ham dolzarb hisoblanadi. Maqolaning maqsadi bo‘lajak o‘qituvchilarning raqamli kompetentligini rivojlantirish mexanizmlarini sun’iy intellekt platformalari asosida takomillashtirish masalasini ilmiy jihatdan tahlil qilish va amaliy tavsiyalar ishlab chiqishdan iboratdir. Maqola vazifalari: 1. Raqamli kompetentlik va uning tarkibiy qismlari tahlilini o‘tkazish. 2. Sun’iy intellekt platformalarining ta’lim jarayonida qo‘llanishi bo‘yicha ilmiy asoslangan tavsiyalar ishlab chiqish. 3. Bo‘lajak o‘qituvchilar uchun SI texnologiyalarini qo‘llashga oid o‘quv modullarini ishlab chiqish va ularning samaradorligini tahlil qilish. Asosiy qism 1. Raqamli kompetentlik tushunchasi. Raqamli kompetentlik-bu shaxsning raqamli texnologiyalar yordamida axborotni izlash, qayta ishlash, tahlil qilish, yaratish va xavfsiz foydalanish bo‘yicha bilim, ko‘nikma va malakalar majmuasidir. Yevropa Ittifoqi tomonidan ishlab chiqilgan DigComp (Digital Competence Framework) modeli asosida, 208

raqamli kompetentlikni shakllantirish uchun beshta asosiy tarkibiy qismga e’tibor qaratiladi: 1. Axborot va ma’lumotlar savodxonligi. 2. Raqamli kommunikatsiya va hamkorlik. 3. Raqamli kontent yaratish. 4. Kiberxavfsizlik va axborot xavfsizligi. 5. Muammolarni raqamli vositalar yordamida hal etish. Bo‘lajak o‘qituvchilarning raqamli kompetentligini rivojlantirishda, aynan shu tarkibiy qismlarga alohida e’tibor qaratish zarur. O‘qituvchilar uchun raqamli kompetentlik yuqori darajada bo‘lishi, ularning o‘quvchilarga zamonaviy ta’lim texnologiyalarini o‘rgatish jarayonida muvaffaqiyatga erishishiga yordam beradi. 2. Sun’iy Intellekt (SI) va uning ta’limdagi roli Sun’iy intellekt texnologiyalarining ta’lim jarayoniga kiritilishi o‘quvchilarning o‘qituvchi bilan bo‘lgan interaktiv muloqotini yaxshilaydi, o‘quv materiallarini individual tarzda moslashtirishga imkon beradi, va talabalarning bilim darajasini kuzatib borishga yordam beradi. Quyidagi SI platformalari ta’limda samarali qo‘llanilishi mumkin: • Adaptiv o‘qitish tizimlari: O‘quvchilarning bilim darajasi va ehtiyojlariga mos ravishda o‘quv materiallarini individual tarzda taqdim etish imkoniyatini beradi. • Avtomatlashtirilgan baholash tizimlari: O‘quvchilarning ishlarini baholash va ularga tegishli tahlillarni taqdim etish. • Virtual yordamchilar va chatbotlar: O‘quvchilarga individual yordam berish va ma’lumotlarni tezda olish imkoniyatini yaratadi. 3. Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatish mexanizmlari Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatish uchun quyidagi mexanizmlar ishlab chiqilishi lozim: • Maxsus o‘quv modullarini joriy etish: Sun’iy intellekt asosidagi o‘quv modullari yordamida o‘qituvchilarni raqamli kompetentlikka o‘rgatish. • Amaliy mashg‘ulotlar: O‘qituvchilar uchun real loyihalar orqali raqamli ko‘nikmalarni rivojlantirish. • Metodik qo‘llab-quvvatlash: SI platformalaridan foydalanish bo‘yicha metodik resurslar va qo‘llanmalar ishlab chiqish. 4. Sun’iy intellekt asosida o‘qitishni tashkil etish modeli O‘qituvchilarni raqamli kompetentlikka o‘rgatish uchun quyidagi bosqichlarda ishlash zarur: 1. Diagnostika: Bo‘lajak o‘qituvchilarning boshlang‘ich raqamli kompetentlik darajasini aniqlash. 2. Rejalashtirish: Individual ta’lim trayektoriyasini ishlab chiqish. 3. Amalga oshirish: Sun’iy intellekt platformalari orqali o‘qitish jarayonini tashkil etish. 4. Monitoring: O‘quv jarayonini doimiy ravishda tahlil qilish va optimallashtirish. 209

Xulosa va amaliy tavsiyalar. Tadqiqot natijalari shuni ko‘rsatadiki, bo‘lajak o‘qituvchilarning raqamli kompetentligini rivojlantirishda sun’iy intellekt (SI) texnologiyalarining qo‘llanilishi ta’lim sifatini oshirishda, pedagogik samaradorlikni kuchaytirishda va o‘quvchilarning ta’lim jarayonidagi ishtirokini yaxshilashda muhim rol o‘ynaydi. Raqamli texnologiyalarni ta’limda qo‘llashni o‘rganish, o‘qituvchilarning innovatsion va zamonaviy metodlarni qo‘llash ko‘nikmalarini shakllantirishga yordam beradi. Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatishning ahamiyati, nafaqat ta’limning sifatini oshirish, balki o‘quvchilarni shaxsiy yondashuv bilan o‘qitish imkoniyatlarini yaratish, ularning ehtiyojlariga mos ravishda ta’lim dasturlarini tayyorlashda ham o‘zini namoyon etadi. Sun’iy intellekt platformalari orqali o‘quvchilarning individual qobiliyatlariga moslashtirilgan o‘quv materiallarini taqdim etish, o‘qituvchining pedagogik faoliyatini yanada samarali va natijali qilishga yordam beradi. Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatishda quyidagi yondashuvlar qo‘llanilishi kerak: Pedagogik malakalarni rivojlantirish: Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatishda o‘quv modullarining ishlab chiqilishi muhimdir. Bu modullar o‘qituvchilarga axborot texnologiyalaridan samarali foydalanish, SI platformalari yordamida o‘quv jarayonini moslashtirish imkoniyatini yaratadi. Bo‘lajak o‘qituvchilarning kasbiy malakalarini rivojlantirishda maxsus treninglar va amaliy mashg‘ulotlar katta ahamiyatga ega. Ta’limda innovatsion yondashuvlarni qo‘llash orqali o‘qituvchilarni doimiy ravishda yangi texnologiyalar va pedagogik uslublar bilan tanishtirish lozim. SI platformalaridan samarali foydalanish: Sun’iy intellekt platformalarining ta’lim jarayoniga integratsiyasi bo‘lajak o‘qituvchilarning raqamli kompetentligini rivojlantirishda samarali bo‘ladi. O‘qituvchilar uchun SI asosidagi o‘quv modullarini joriy etish, o‘quvchilarning bilim darajasini aniqlashda avtomatlashtirilgan tahlil va baholash tizimlaridan foydalanishni o‘z ichiga oladi. O‘qituvchilarni raqamli platformalarda ishlashga o‘rgatish, ularning ijodiy va analitik fikrlash qobiliyatlarini oshiradi. O‘quvchilarga individual yondashuvni ta’minlash: Sun’iy intellekt platformalari yordamida o‘quvchilarning bilim darajasiga moslashtirilgan o‘quv materiallari taqdim etiladi. Bu, o‘quvchilarga individual tarzda yordam berish, ularning ehtiyojlariga qarab o‘quv jarayonini tashkil etishga yordam beradi. Bo‘lajak o‘qituvchilarni raqamli kompetentlikka o‘rgatish, o‘quvchilarga doimiy nazorat o‘tkazish va o‘quv jarayonida shaxsiylashtirilgan yondashuvni ta’minlash imkonini beradi. Raqamli ko‘nikmalarni integratsiyalash: Raqamli ko‘nikmalarni ta’lim jarayoniga to‘liq integratsiya qilish, o‘qituvchilarni zamonaviy ta’lim texnologiyalaridan samarali foydalanishga o‘rgatish bilan birga, pedagogik jarayonni yanada moslashuvchan va interaktiv 210

qilishga yordam beradi. Bu esa o‘qituvchilarning metodik yondashuvlarini kuchaytiradi va ularni ta’lim jarayonida yangi texnologiyalarni qo‘llashga tayyorlaydi. SI platformalari o‘qituvchilarning pedagogik qobiliyatlarini oshiradi, ayniqsa, individual o‘quv yondashuvlari bo‘yicha. Tahlil va monitoring tizimlari: SI platformalari yordamida ta’lim jarayonini tahlil qilish va monitoring qilish, o‘qituvchilarning samaradorligini o‘lchash imkoniyatini yaratadi. O‘qituvchilarning raqamli kompetentlik darajasini baholash tizimlari o‘quv jarayonini kuzatish va optimallashtirish uchun zarur bo‘ladi. Bo‘lajak o‘qituvchilarni raqamli baholash tizimlarida ishlashga o‘rgatish, ularning o‘quvchilarga individual yondashuvi va pedagogik yondashuvlarini o‘zgarishlarga moslashtirishga imkon yaratadi. Amaliy tavsiyalar: O‘qituvchilarni raqamli kompetentlikka o‘rgatish bo‘yicha maxsus dasturlar: Pedagogik oliy ta’lim muassasalarida SI asosidagi o‘quv modullarini joriy etish. Bu modullar bo‘lajak o‘qituvchilarning raqamli ko‘nikmalarini rivojlantirishda, ularning zamonaviy ta’lim texnologiyalaridan samarali foydalanish qobiliyatlarini oshirishga yordam beradi. Maxsus raqamli treninglar: O‘qituvchilarni sun’iy intellekt platformalari yordamida o‘qitish, ularni raqamli kompetentlikka o‘rgatish bo‘yicha maxsus raqamli treninglarni tashkil etish zarur. Bu treninglar o‘qituvchilarga yangi pedagogik metodlarni o‘rgatish va o‘quvchilarga yanada samarali ta’lim berishga imkon yaratadi. SI platformalaridan foydalanish bo‘yicha metodik qo‘llanmalar: O‘qituvchilar uchun maxsus metodik qo‘llanmalar ishlab chiqish, ularni raqamli baholash tizimlari va SI platformalaridan samarali foydalanishga o‘rgatish. Raqamli monitoring tizimlarini keng joriy etish: O‘quvchilarni ta’lim jarayonida monitoring qilish, o‘qituvchilarning raqamli kompetentlik darajasini doimiy tahlil qilish va ularni optimallashtirish tizimlarini yaratish zarur. Foydalanilgan adabiyotlar ro‘yxati: 1. O‘zbekiston Respublikasi Prezidentining 2020- yil 27- fevraldagi “Pedagogik ta’lim sohasini yanada takomillashtirish chora-tadbirlari to‘g‘risida”gi PQ-4623-sonli Qarori. 2. O‘zbekiston Respublikasi Prezidentining 2020-yil 6-noyabrdagi “O‘zbekistonning yangi taraqqiyot davrida ta’lim-tarbiya va ilm-fan sohalarini rivojlantirish chora-tadbirlari to‘g‘risida”gi PF-6108-sonli Farmoni // Qonun hujjatlari ma’lumotlari milliy bazasi, 07.11.2020 y., 06/20/6108/1483-son. 3. O‘zbekiston Respublikasi Prezidentining 2022-yil 28-yanvardagi “2022–2026yillarga mo‘ljallangan Yangi O‘zbekistonning Taraqqiyot strategiyasi to‘g‘risida”gi PF-60sonli Farmoni. (44-46-maqsad). 4.UNESCO. (2019). Artificial Intelligence in Education: Challenges and Opportunities. Paris: UNESCO. 5. Redecker, C. (2020). European Framework for the Digital Competence of Educators (DigCompEdu). Luxembourg: Publications Office of the EU. 211

6. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign. 7. Luckin, R. et al. (2022). Artificial intelligence and the future of teaching. Educational Technology Research and Development, 70(2), 1–15. RAQAMLI TA’LIM MUHITIDA DARSDAN TASHQARI MASHG‘ULOTLAR ORQALI MA’NAVIY-AXLOQIY TARBIYANI TASHKIL ETISHNING INNOVATSION MODELLARI Ibragimova Lola Zulfikarovna Osiyo xalqaro universiteti magistranti Annotatsiya. Ushbu maqolada globallashuv va raqamli texnologiyalar jadal rivojlanayotgan davrda o‘quvchilarning ma’naviy-axloqiy qiyofasini shakllantirish masalalari tahlil qilingan. An’anaviy tarbiya usullarining zamonaviy “raqamli avlod” ehtiyojlariga moslashuvi va darsdan tashqari mashg‘ulotlar jarayonida axborot-kommunikatsiya texnologiyalaridan foydalanishning samaradorligi yoritilgan. Muallif tomonidan darsdan tashqari vaqtda ma’naviy-axloqiy tarbiyani tashkil etishning innovatsion modellari taklif etilgan. Xususan, gamifikatsiya elementlari, virtual muzeylar, sun’iy intellektga asoslangan interaktiv keyslar va ijtimoiy tarmoqlardagi foydali kontent orqali o‘quvchilarda vatanparvarlik, insonparvarlik va milliy qadriyatlarni singdirish mexanizmlari ko‘rib chiqilgan. Maqola xulosasida raqamli muhit va milliy tarbiya uyg‘unligini ta’minlash bo‘yicha pedagogik tavsiyalar ishlab chiqilgan. Kalit so‘zlar: raqamli ta’lim muhiti, darsdan tashqari mashg‘ulotlar, ma’naviy-axloqiy tarbiya, innovatsion modellar, sun’iy intellekt, media-savodxonlik, gamifikatsiya, virtual reallik, milliy qadriyatlar. Аннотация. В данной статье анализируются вопросы формирования духовнонравственного облика учащихся в эпоху глобализации и стремительного развития цифровых технологий. Освещена адаптация традиционных методов воспитания к потребностям современного "цифрового поколения" и эффективность использования информационно-коммуникационных технологий в процессе внеклассных занятий. Автором предложены инновационные модели организации духовно-нравственного воспитания во внеурочное время. В частности, рассмотрены механизмы привития учащимся патриотизма, гуманизма и национальных ценностей через элементы геймификации, виртуальные музеи, интерактивные кейсы на основе искусственного интеллекта и полезный контент в социальных сетях. В заключении статьи разработаны педагогические рекомендации по обеспечению гармонии цифровой среды и национального воспитания. Ключевые слова: цифровая образовательная среда, внеклассные занятия, духовнонравственное воспитание, инновационные модели, искусственный интеллект, медиаграмотность, геймификация, виртуальная реальность, национальные ценности. Abstract. This article analyzes the issues of shaping the spiritual and moral character of students in the era of globalization and the rapid development of digital technologies. The adaptation of traditional educational methods to the needs of the modern "digital generation" and the effectiveness of using information and communication technologies in extracurricular activities are highlighted. The author proposes innovative models for organizing spiritual and moral education during extracurricular activities. Specifically, mechanisms for instilling patriotism, humanism, and national values in students through gamification elements, virtual museums, interactive cases based on artificial intelligence, and useful content on social networks were examined. At the conclusion of the article, pedagogical recommendations have been developed to ensure the harmony of the digital environment and national upbringing. 212

Keywords: digital educational environment, extracurricular activities, spiritual and moral education, innovative models, artificial intelligence, media literacy, gamification, virtual reality, national values. XXI asrning uchinchi o‘n yilligiga kelib, insoniyat tamadduni o‘z taraqqiyotining yangi — raqamli bosqichiga qadam qo‘ydi. Sun’iy intellekt, katta hajmli ma’lumotlar (Big Data) va virtual reallik texnologiyalarining jadal rivojlanishi nafaqat iqtisodiyot va ishlab chiqarish sohalarini, balki jamiyatning ijtimoiy-madaniy hayotini, xususan, ta’lim va tarbiya tizimini ham tubdan transformatsiya qilishni taqozo etmoqda. Bugungi kunda ta’lim muassasalarida tahsil olayotgan yosh avlod vakillari, ya’ni "Z" va "Alpha" avlodi uchun raqamli muhit shunchaki axborot manbai emas, balki ularning tabiiy yashash makoni, ijtimoiylashuv va o‘zligini namoyon etish platformasi hisoblanadi. Shu bois, an’anaviy pedagogikadagi “o‘qituvchi — darslik — o‘quvchi” zanjiri o‘z o‘rnini “o‘quvchi — raqamli platforma — sun’iy intellekt — o‘qituvchi fasilitator” modeliga bo‘shatib bermoqda. Ayni shu nuqtada pedagogika fani oldida dolzarb muammo ko‘ndalang bo‘lmoqda: raqamli texnologiyalar hukmronlik qilayotgan davrda yoshlarning ma’naviy-axloqiy qiyofasini qanday saqlab qolish va rivojlantirish mumkin? An’anaviy darsdan tashqari mashg‘ulotlar, tarbiyaviy soatlar va ma’naviyat tadbirlari bugungi raqamli avlod e’tiborini torta olmayotgan bir paytda, biz tarbiya metodikasini innovatsion yondashuvlar asosida qayta ko‘rib chiqishimiz, aniqrog‘i, raqamli ta’lim muhitini ma’naviy tarbiya quroliga aylantirishimiz zarur. Ma’lumki, darsdan tashqari mashg‘ulotlar o‘quvchining shaxs sifatida shakllanishida dars jarayonidan kam bo‘lmagan, ba’zan esa undan ham yuqori ahamiyat kasb etadi. Chunki aynan darsdan tashqari erkin muloqot jarayonida o‘quvchining ichki dunyosi, qadriyatlari va hayotiy pozitsiyasi namoyon bo‘ladi. Biroq, bugungi kunda bu jarayonni tashkil etishda jiddiy dissonans kuzatilmoqda: maktab yoki universitetda targ‘ib qilinayotgan milliy va umuminsoniy qadriyatlar (kattalarga hurmat, vatanparvarlik, mehnatsevarlik) bilan o‘quvchining smartfonidagi ijtimoiy tarmoqlar, internet o‘yinlari va global pop-madaniyat taklif etayotgan yengil hayot modellari o‘rtasida ziddiyat mavjud. Agar biz tarbiyaviy ishlarni faqat an’anaviy formatda davom ettirsak, bu tafovut kattalashib, o‘quvchilarning ikki tomonlama hayot kechirishiga olib kelishi mumkin. Shu sababli, darsdan tashqari mashg‘ulotlarda ma’naviy-axloqiy tarbiyani tashkil etishning innovatsion modellari bevosita raqamli vositalar integratsiyasiga asoslanishi shart. Bu o‘rinda taqiqlovchi pedagogika emas, balki yaratuvchi raqamli pedagogika tamoyiliga tayanish maqsadga muvofiqdir. Birinchi navbatda, darsdan tashqari mashg‘ulotlarda gamifikatsiya va simulyatsion texnologiyalardan foydalanishning ahamiyatini alohida ta’kidlash lozim. Gamifikatsiya – bu shunchaki o‘yin o‘ynash emas, balki o‘yin mexanikasini noo‘yin jarayonlarga tatbiq etish orqali motivatsiyani oshirishdir. Ma’naviy tarbiya kontekstida bu usul o‘quvchilarga turli axloqiy vaziyatlarni virtual muhitda yashab ko‘rish imkonini beradi. Masalan, maxsus ishlab chiqilgan mobil ilovalar yoki 213

kompyuter dasturlari yordamida o‘quvchiga hayotiy dilemma taklif etiladi: “Siz imtihonda do‘stingizning ko‘chirayotganini ko‘rib qoldingiz. O‘qituvchi sizdan bu haqda so‘radi. Sizning harakatingiz: a) rostini aytish; b) sukut saqlash; c) yolg‘on gapirish”. O‘quvchi tanlagan variantiga qarab, dastur (sun’iy intellekt algoritmi) voqealar rivojini davom ettiradi va bu tanlovning oqibatlarini vizual namoyish etadi. Agar o‘quvchi noto‘g‘ri yo‘lni tanlasa, uning oqibati sifatida "vijdon azobi" yoki "jamoaning ishonchini yo‘qotish" kabi holatlar simulyatsiya qilinadi. Bu usul quruq nasihatdan ko‘ra o‘n barobar kuchliroq ta’sir kuchiga ega, chunki psixologik tadqiqotlar shuni ko‘rsatadiki, inson o‘zi bevosita ishtirok etgan va hissiy kechinmalarni boshdan kechirgan voqealarni yaxshiroq eslab qoladi va xulosa chiqaradi. Ikkinchi innovatsion model – bu tarixiy va madaniy merosni o‘rganishda Sun’iy Intellekt va Katta Til Modellari imkoniyatlaridan foydalanishdir. Hozirgi kunda mavjud bo‘lgan generativ sun’iy intellekt texnologiyalari asosida buyuk ajdodlarimiz – Alisher Navoiy, Zahiriddin Muhammad Bobur, Abu Rayhon Beruniy kabi mutafakkirlarning "raqamli avatarlari"ni yaratish imkoniyati mavjud. Darsdan tashqari to‘garak mashg‘ulotlarida o‘quvchilar ushbu tarixiy shaxslar bilan interaktiv muloqotga kirishishlari mumkin. Tasavvur qiling, talaba yoki o‘quvchi maxsus chat-bot orqali Alisher Navoiyning avatariga “Hazrat, bugungi kunda haqiqiy do‘st qanday bo‘lishi kerak?” degan savolni beradi. Sun’iy intellekt esa shoirning “Xamsa”si va g‘azallari bazasiga tayanib, uning uslubida, hikmatli so‘zlar bilan javob qaytaradi. Bu yondashuv o‘quvchilarda milliy merosga nisbatan qiziqishni keskin oshiradi, tarixiy shaxslarni shunchaki kitobdagi ism emas, balki jonli suhbatdosh sifatida qabul qilishga yordam beradi. Shuningdek, Virtual Reallik ko‘zoynaklari yordamida o‘quvchilarni muzeylarga yoki tarixiy obidalarga “virtual sayohat”ga olib chiqish, u yerdagi muhitni his qilish orqali ularda vatanparvarlik va milliy g‘urur tuyg‘ularini shakllantirish mumkin. Bu, ayniqsa, chekka hududlarda joylashgan ta’lim muassasalari o‘quvchilari uchun madaniy tenglikni ta’minlashda muhim ahamiyat kasb etadi. Uchinchi yo‘nalish – bu raqamli volontyorlik va ijtimoiy tarmoqlardagi faollikni tarbiyaviy maqsadlarga yo‘naltirishdir. Bugungi kunda yoshlar vaqtining katta qismini ijtimoiy tarmoqlarda o‘tkazmoqda. Biz ularni bu makondan ajratib olishga urinish o‘rniga, ularni shu makonda “yaxshilik elchilari”ga aylantirishimiz kerak. Darsdan tashqari mashg‘ulotlarda o‘qituvchi boshchiligida “Kiber-bullingga qarshi kurash”, “Feyk xabarlarni fosh etish”, “Milliy qadriyatlar targ‘iboti” kabi loyihalar tashkil etilishi mumkin. O‘quvchilar o‘z tengdoshlari uchun foydali kontent yaratish jarayonida ham texnik ko‘nikmalarini (video montaj, kopirayting) rivojlantiradilar, ham ijtimoiy mas’uliyatni his qiladilar. Masalan, o‘quvchilar guruhi tomonidan tayyorlangan “Internetdagi odob-axloq qoidalari” haqidagi qisqa videorolik TikTok yoki Instagramda minglab ko‘rishlar soniga ega bo‘lsa, bu o‘quvchi uchun eng katta rag‘bat va o‘zini jamiyatga kerakli his qilish omili bo‘ladi. Bu jarayonda o‘qituvchi senzor emas, balki mentor vazifasini bajarib, 214

o‘quvchilarga axborotni saralash, tanqidiy fikrlash va media-savodxonlik ko‘nikmalarini o‘rgatadi. Ta’kidlash joizki, ushbu innovatsion modellarning samaradorligi faqat texnologiyaga bog‘liq emas. Asosiy omil – bu raqamli va jonli muloqotning oltin o‘rtaligini topishdir. Biz taklif etayotgan yondashuv “gibrid tarbiya” modeliga asoslanadi. Ya’ni, o‘quvchi axborotni, topshiriqni va hissiy impulsni raqamli vositalar orqali oladi, lekin uning muhokamasi, tahlili va xulosa chiqarish jarayoni o‘qituvchi va tengdoshlari bilan jonli muloqotda, “ko‘zga-ko‘z tushgan” holda amalga oshiriladi. Sun’iy intellekt qanchalik rivojlanmasin, u insoniy empatiyani, mehrni va jonli ustoz o‘gitini to‘liq bera olmaydi. Shu bois, raqamli vositalar o‘qituvchining o‘rnini bosuvchi emas, balki uning imkoniyatlarini kengaytiruvchi instrument sifatida xizmat qilishi kerak. Foydalalanilgan adabiyotlar ro‘yxati 1. Mavlonova R., To‘rayeva O., Xoliqberdiyev K. Pedagogika. – T.: O‘qituvchi, 2010. – 532 b. 2. Quronov M. Milliy tarbiya. – T.: Ma’naviyat, 2007. – 240 b. 3. Yuzlikayeva E.R. Pedagogik mahorat. – T.: TDPU nashriyoti, 2014. – 156 b. 4. Zunnunov A. Pedagogika tarixi. – T.: Sharq, 2004. – 335 b. 5. Karimov I.A. Yuksak ma’naviyat – yengilmas kuch. – T.t: Ma’naviyat, 2008. – 176 b. 6. Tolipov O‘.Q., Usmonboyeva M. Pedagogik texnologiyalarning tatbiqiy asoslari. – T.: Fan, 2006. – 260 b. TALABALARDA O‘ZINI O‘ZI BOSHQARISH KO‘NIKMALARINI SHAKLLANTIRISHNING PSIXOLOGIK XUSUSIYATLARI Iskandarov Erkinboy, Abu Rayhon Beruniy nomidagi Urdu mustaqil izlanuvchisi Annotatsiya. Ushbu tezis talabalarda o‘zini o‘zi boshqarish ko‘nikmalarini shakllantirishning psixologik xususiyatlarini yoritadi. Maqsad o‘zini boshqarishning motivatsion, kognitiv va emotsional-irodaviy mexanizmlarini tahlil qilishdir. Metodologiya nazariy tahlil va psixologik yondashuvlarni qiyosiy sharhlashga tayandi. Ilmiy yangilik o‘zini boshqarish komponentlari integratsiyasini oliy ta’lim sharoitiga mos izohlashdir. Kalit so‘zlar. O‘zini o‘zi boshqarish, o‘zini tartibga solish, maqsad qo‘yish, metakognitsiya, irodaviy nazorat, o‘quv motivatsiyasi, refleksiya Annotatsiya. В тезисе рассматриваются психологические особенности формирования у студентов навыков самоуправления. Целью является анализ мотивационных, когнитивных и эмоционально-волевых механизмов саморегуляции. Методологическая база включает теоретический анализ и сравнительное осмысление подходов современной психологии. Научная новизна состоит в интегративной интерпретации компонентов самоуправления применительно к условиям высшей школы. Ключевые слова. самоуправление, саморегуляция, целеполагание, метакогниция, волевой контроль, учебная мотивация, рефлексия Annotatsiya. This thesis examines the psychological characteristics of developing students’ self-management skills. The aim is to analyze motivational, cognitive, and emotionalvolitional mechanisms underlying self-regulation in higher education. The methodology relies on theoretical analysis and a comparative review of key psychological approaches. Scientific 215

novelty lies in an integrated interpretation of self-management components tailored to the university learning context. Keywords. self-management, self-regulation, goal setting, metacognition, volitional control, academic motivation, reflection Kirish. Talabalarda o‘zini o‘zi boshqarish ko‘nikmalarini shakllantirish masalasi oliy ta’limning samaradorligi bilan bevosita bog‘liq bo‘lib, u faqat intizomiy talablar yoki tashkiliy choralar orqali hal etiladigan muammo emas, balki shaxsning ichki psixologik tizimi qay tarzda ishlashi bilan belgilanadi. O‘zini o‘zi boshqarish, avvalo, maqsadni ongli qo‘yish, resurslarni rejalashtirish, o‘z faoliyatini kuzatish va natijani mezonlarga ko‘ra baholashdan iborat murakkab ko‘nikmalar majmuasidir. Ushbu majmua talabaning o‘quv faoliyatida mustaqillikni kuchaytiradi, bilimni egallashning faol subyektiga aylantiradi hamda akademik muhitdagi noaniqlik, yuklama va raqobat sharoitida psixologik barqarorlikni ta’minlaydi. Shuning uchun mazkur tezisda o‘zini boshqarishning motivatsion, kognitiv hamda emotsional-irodaviy asoslari bir butun tizim sifatida ko‘rib chiqiladi va ularning oliy ta’lim sharoitidagi namoyon bo‘lish xususiyatlari tahlil etiladi. Psixologik adabiyotlarda o‘zini boshqarish va o‘zini tartibga solish tushunchalari turlicha izohlanadi, biroq ularning umumiy nuqtasi shundaki, shaxs tashqi talablarni ichki maqsadlar tizimiga aylantirib, faoliyatini rejalashtiradi va nazorat qiladi. Zamonaviy yondashuvlarda o‘zini tartibga solish jarayonlari siklik xarakterga ega bo‘lib, maqsad qo‘yish, strategiya tanlash, monitoring va refleksiv baholash bosqichlarini qamrab oladi. Bunday model talabaning o‘quv faoliyatida o‘zini boshqarish ko‘nikmalari qanday shakllanishini tushuntirishga yordam beradi, chunki har bir bosqichda psixologik to‘siqlar hamda resurslar mavjud bo‘ladi. Masalan, maqsad qo‘yish bosqichida motivatsion aniqlik yetishmasa, rejalashtirish bosqichida vaqtni sezish va ustuvorlikni belgilash qobiliyati sust bo‘lsa, monitoring bosqichida esa metakognitiv xabardorlik past bo‘lsa, o‘zini boshqarish tizimi izchil ishlamaydi. Shu ma’noda, o‘zini boshqarishni biror “xulqiy intizom” sifatida emas, balki shaxsning boshqaruv funksiyasi, ya’ni ongli o‘zgarishlarni tashkil etuvchi psixologik mexanizm sifatida ko‘rish ilmiy jihatdan asosliroqdir [1; 4]. Talabalik davri o‘ziga xos rivojlanish vazifalari bilan ajralib turadi: kasbiy identifikatsiya, kattalar hayotiga moslashuv, mustaqil qarorlar qabul qilish, ijtimoiy munosabatlar doirasini qayta qurish. Aynan shu vazifalar fonida o‘zini o‘zi boshqarish ko‘nikmalari tezroq shakllanishi yoki aksincha, beqaror bo‘lishi mumkin. Oliy ta’lim muhitida talabalar ko‘pincha erkinlikning ortishi, nazoratning kamayishi, akademik talablarning murakkablashuvi va axborot oqimining ko‘payishi bilan yuzlashadi. Bu holat o‘zini boshqarishning psixologik mexanizmlarini faollashtiradi: rejalashtirish, o‘zini nazorat qilish, kechiktirish (prokrastinatsiya)ni yengish, stressni boshqarish. Agar bu mexanizmlar yetarli rivojlanmagan bo‘lsa, talaba o‘quv yuklamasini subyektiv og‘ir qabul qiladi, o‘z kuchiga ishonchi pasayadi, natijada akademik natijadorlik ham zarar ko‘radi. 216

Demak, talabalarda o‘zini boshqarish ko‘nikmalarini shakllantirishni psixologik profilaktika va rivojlantirish vazifasi sifatida ko‘rish zarur. O‘zini o‘zi boshqarishning motivatsion xususiyatlari, avvalo, maqsadlarning mazmuni va shaxs uchun qiymati bilan belgilanadi. Talaba maqsadni tashqi rag‘bat yoki jazodan qochish uchun emas, balki shaxsiy ma’no va kasbiy istiqbol bilan bog‘laganida, ichki motivatsiya kuchayadi va o‘zini boshqarish barqarorlashadi. Bu jarayonda o‘quv motivatsiyasi tuzilmasi muhim: muvaffaqiyatga erishish motivi ustun bo‘lgan talaba vazifani murakkab bo‘lsa ham rejalashtiradi, xatoni axborot sifatida qabul qilib, strategiyasini o‘zgartiradi; muvaffaqiyatsizlikdan qochish motivi kuchli bo‘lgan talaba esa xavfsiz yo‘lni tanlab, ijodiy yondashuvdan chekinishi mumkin. Shuningdek, o‘zini boshqarish maqsadlarining aniqligi va ierarxiyasi bilan bog‘liq: yaqin muddatli vazifalar uzoq muddatli kasbiy reja bilan uyg‘unlashganda, talaba vaqt va kuchini oqilona taqsimlaydi. Bu yerda o‘z-o‘zini samaradorlik tushunchasi ham asosiy rol o‘ynaydi: o‘z imkoniyatiga ishonch yuqori bo‘lsa, talaba ko‘proq mustaqil strategiyalarni sinab ko‘radi, qiyinchilikni rivojlanish signali sifatida talqin qiladi [2; 6]. Kognitiv xususiyatlar doirasida o‘zini o‘zi boshqarishning markazida metakognitsiya, ya’ni o‘z fikrlash jarayonlarini anglash va boshqarish turadi. Metakognitiv xabardorlik talabaning “men nimani bilaman, nimani bilmayman, qaysi usul menga mos” kabi savollarga javob topa olishida namoyon bo‘ladi. Bunday anglash o‘qish strategiyalarini to‘g‘ri tanlashga olib keladi: matn bilan ishlashda mazmuniy qayta ishlash, konspekt tuzish, o‘z-o‘zini test qilish, xatolarni tahlil qilish. Metakognitiv nazorat esa jarayon davomida strategiyani o‘zgartirish qobiliyatidir: agar tanlangan usul natija bermasa, talaba resursni boshqa yo‘lga yo‘naltiradi. Oliy ta’limda bu juda muhim, chunki fanlar mazmuni murakkab, topshiriqlar ochiq turdagi bo‘lib, yagona “to‘g‘ri” algoritm har doim ham mavjud emas. Shu bilan birga, kognitiv yuklama ortganda talaba e’tiborini boshqarish, chalg‘ituvchi omillarni cheklash va ishchi xotirani samarali band qilish orqali o‘zini boshqarishni qo‘llab-quvvatlaydi. Demak, o‘zini boshqarish ko‘nikmalarini shakllantirishda faqat motivatsiyani oshirish yetarli emas, balki o‘qish strategiyalari madaniyatini rivojlantirish ham zarur [4; 5]. Emotsional-irodaviy xususiyatlar o‘zini boshqarishning barqarorligini belgilaydi. Talaba o‘quv jarayonida baholash, tanqid, muddatlar bosimi, ijtimoiy taqqoslash kabi emotsional stressorlar bilan to‘qnashadi. Emotsiyalarni boshqarish ko‘nikmasi bo‘lmasa, tashvish kuchayib, diqqat tarqaladi, qaror qabul qilish tezkor, ammo yuzaki bo‘lib qoladi. Irodaviy nazorat esa “istamasam ham bajara olaman” degan mexanizm emas, balki maqsadga xizmat qiluvchi odatlar, muhitni boshqarish va o‘z-o‘ziga beriladigan ko‘rsatmalar tizimidir. Masalan, prokrastinatsiya ko‘pincha dangasalik emas, balki baholashdan qo‘rquv, vazifaning noaniqligi yoki mukammallikka intilish bilan bog‘liq emotsional muammolarning natijasi bo‘lishi mumkin. Shunday ekan, o‘zini boshqarishni rivojlantirishda emotsional regulyatsiya strategiyalarini, xususan, vazifani mayda bosqichlarga ajratish, kognitiv qayta baholash, o‘z-o‘ziga rahm-shafqat elementlarini ilmiy217

psixologik me’yorlarda qo‘llash, tiklanish resurslarini rejalashtirish kabi yondashuvlar muhimdir. Bu jihatlar oliy ta’limda talabaning psixologik farovonligini saqlash va akademik barqarorlikni ta’minlashga xizmat qiladi [3; 6]. Talabalarda o‘zini o‘zi boshqarish ko‘nikmalarini shakllantirishning psixologik xususiyatlarini tushuntiruvchi yana bir muhim omil ijtimoiy-psixologik muhitdir. Universitetdagi ta’lim uslubi, o‘qituvchining muloqot madaniyati, baholashning shaffofligi, akademik halollik me’yorlari talabaning o‘zini boshqarish tizimiga bevosita ta’sir qiladi. Qo‘llab-quvvatlovchi muhit talabaning xatodan qo‘rqmasdan strategiya sinashiga imkon yaratadi, bu esa refleksiya va o‘zo‘zini baholashni kuchaytiradi. Aksincha, haddan tashqari nazorat yoki faqat natijaga yo‘naltirilgan bosim ichki motivatsiyani pasaytirib, o‘zini boshqarishni tashqi boshqaruvga qaram qilib qo‘yishi mumkin. Shuningdek, tengdoshlar guruhining normativ bosimi ham muhim: samarali o‘qish amaliyotlari “moda” bo‘lgan muhitda o‘zini boshqarish ko‘nikmalari tezroq shakllanadi, aksincha, kechiktirish va yuzaki tayyorgarlik odatiy bo‘lgan guruhda ularning rivoji qiyinlashadi. Shu sababli, o‘zini boshqarishni rivojlantirish shaxsning ichki sifati sifatida ko‘rilgani bilan, uni qo‘llab-quvvatlaydigan ta’limiy dizayn va psixologik xizmat tizimi ham zarur [1; 7]. Mazkur tahlil asosida o‘zini o‘zi boshqarish ko‘nikmalarining shakllanishi komponentlar integratsiyasi orqali ro‘y berishi ilmiy jihatdan asoslanadi. Birinchidan, motivatsion komponent maqsadga ma’no beradi va energiya manbaini yaratadi; ikkinchidan, kognitiv komponent strategiyalarni tanlash va moslashtirishni ta’minlaydi; uchinchidan, emotsional-irodaviy komponent barqarorlikni saqlab, qiyinchilikni yengish imkonini beradi; to‘rtinchidan, refleksiv komponent butun jarayonni baholab, keyingi siklga tuzatish kiritadi. Oliy ta’lim sharoitida ushbu komponentlar notekis rivojlanishi mumkin: masalan, kuchli motivatsiyaga ega talaba metakognitiv usullarni bilmasa, ko‘p mehnat qilib ham past natijaga erishadi; aksincha, strategiyalarni biladigan, lekin ichki motivatsiyasi sust talaba ularni izchil qo‘llamaydi. Shuning uchun psixologik yondashuvning amaliy xulosasi shuki, rivojlantirish ishlari bir komponentni ajratib kuchaytirishga emas, balki ularning o‘zaro bog‘liqligini tiklashga yo‘naltirilishi kerak. Xulosa qilib aytganda, talabalarda o‘zini o‘zi boshqarish ko‘nikmalarini shakllantirish psixologik jihatdan ko‘p qatlamli jarayon bo‘lib, motivatsion ma’no, metakognitiv nazorat, emotsional regulyatsiya va irodaviy barqarorlikning o‘zaro uyg‘unlashuviga tayanadi. Oliy ta’lim muhitining erkinligi va murakkabligi bu ko‘nikmalarni tabiiy ravishda talab etadi, biroq ularning rivojlanishi o‘z-o‘zidan kafolatlanmaydi. Shaxsiy maqsadlarni kasbiy istiqbol bilan bog‘lash, o‘qish strategiyalarini ongli tanlash va o‘z faoliyatini refleksiv baholash talabaning o‘zini boshqarish salohiyatini oshiradi. Emotsional bosim va noaniqlik sharoitida esa tiklanish resurslarini rejalashtirish hamda stressni boshqarish usullarini o‘zlashtirish akademik barqarorlikni mustahkamlaydi. Natijada, o‘zini o‘zi boshqarish ko‘nikmalari talabaning nafaqat o‘qishdagi muvaffaqiyatini, balki 218