American Journal Of Social Sciences And Humanity Research

Systematizing Educational Experience in University Pedagogy: A Competency-Oriented and Transdisciplinary Research Framework

Rafael K. Holmgren — 2026-02-01

The transformation of contemporary university education demands research approaches that are capable of capturing the complexity, contextuality, and lived realities of teaching and learning practices. Traditional empirical models, while valuable, often fail to fully account for the situated knowledge produced through educational action. In this context, the systematization of educational experiences emerges as a rigorous, reflective, and theoretically grounded research strategy that bridges practice and knowledge production. This article develops a comprehensive academic analysis of systematization as a methodological, epistemological, and pedagogical framework within university education. Drawing extensively on established scholarship in research methodology, competency-based education, pedagogy, and transdisciplinarity, the study positions systematization not merely as a descriptive exercise but as a structured process of critical interpretation that generates transferable and theoretically meaningful insights. Central to this discussion is the conceptual contribution that frames systematization as a dialogic process rooted in reflective practice, institutional learning, and ethical responsibility, as articulated in foundational work on educational experience analysis (Barbosa-Chacón et al., 2015). The article articulates the historical evolution of systematization, its philosophical foundations, and its alignment with competency-based and dialogic pedagogies in higher education. Through an in-depth methodological exposition, the study outlines procedural stages, analytical strategies, and validity considerations specific to systematized educational research. The results section offers a descriptive and interpretive synthesis of patterns emerging from systematized university teaching practices, emphasizing professional development, pedagogical innovation, and institutional transformation. The discussion critically engages with scholarly debates, addresses methodological limitations, and explores future research directions, particularly in relation to transdisciplinary knowledge production and ethical research practice. By advancing a robust and expansive theoretical framework, this article contributes to the consolidation of systematization as a legitimate and indispensable research approach in contemporary university pedagogy.

The Development Of Construction Terminology Across The Centuries

Djumashev Atadjan Ashirbayevich — 2026-02-13

This article examines the historical development of construction terminology and its role in various civilizations. The evolution of construction terminology has reflected not only technical achievements but also the cultural, religious, and social characteristics of each era. Today, new terms related to modern construction technologies and materials are emerging, serving to facilitate effective communication among specialists and the implementation of innovations. The article demonstrates how construction terminology is developing in the present day and how it may influence the future.

The Role Of Executive Dysfunction In Student Procrastination: A Cognitive Control Perspective

Raximova Aziza Davranbekovna — 2026-02-10

Academic procrastination is often described as a voluntary delay of intended coursework despite awareness of negative consequences. Although motivational and emotional explanations have strong empirical support, a growing body of research suggests that procrastination is also meaningfully related to executive dysfunction, understood as difficulties in cognitive control processes that enable goal-directed behavior. From a cognitive control perspective, procrastination can be conceptualized as a breakdown in the capacity to maintain academic goals, resist competing temptations, initiate effort in the face of aversive affect, and flexibly regulate attention and action across time. This article synthesizes theoretical and empirical literature linking executive functions to procrastination in university students, with emphasis on how deficits in inhibition, working memory, goal maintenance, task switching, and emotion-related control may contribute to delays in starting and sustaining academic work. A narrative review approach is used to integrate evidence from self-report and performance-based executive function measures, findings from ADHD-related research, and cognitive neuroscience models of control including conflict monitoring and proactive versus reactive control. The reviewed evidence converges on the view that executive dysfunction is not merely an accompanying feature of procrastination but can operate as a psychological vulnerability that increases reliance on short-term mood repair and reward-driven choice at the expense of long-term academic goals. Implications for assessment, prevention, and intervention are discussed, highlighting the value of integrating cognitive control training, environmental design, and cognitive-behavioral techniques in university support services.

New Production Terminals – A Reflection Of A Developing Era In Uzbekistan

Shomurodov Avazbek — 2026-02-07

In world linguistics, terms have attracted the attention of linguists as an internal mechanism that demonstrates the unique capabilities of each language and, undoubtedly, serves to enrich its vocabulary. Terminology is an important factor in the development of a language. In this direction, especially in the film industry, the study of the issue of production terminology, which is considered a productive link, helps to clarify issues such as the relationship between production and terminology, the contribution of terminology to language development, and the level of language development. In particular, the production terms of a particular country are an important source for studying the changes that have occurred in the lexical-semantic and grammatical structure of the formation of the national language at the stages of the language development of this people.

Typology Of Motifs In The Karakalpak And Kazakh Versions Of The Epic “Er Qosay”

Bekbauliev Quwandıq Oskinbaevich — 2026-02-13

The article examines the typology of motifs in the epic “Er Qosay” within the epic traditions of the Karakalpak and Kazakh peoples. The similarities in the typology of motifs in the versions of the two peoples are scientifically analyzed. The study highlights the close geographical proximity and long-standing interaction between the Karakalpak and Kazakh peoples, which has resulted in a strong interconnection of their national histories. It is demonstrated that shared historical experiences and similar events give rise to particular phenomena, which are subsequently embodied in artistic form within the epic. Since the epic was performed orally and individually by zhyrau (a traditional Kazakh epic poet-singer and oral historian) and zhyrshy (a folk epic singer and storyteller) storytellers of both peoples, the presence of personal and national characteristics is emphasized. The article also reveals the role of the leading motifs in the development of the epic’s plot.

Modern Socio-Psychological Approaches To The Study Of Spiritual Intelligence: Systematic-Structural And Axiological Analysis

Mirxoliqova Charos Xabibullaevna — 2026-02-09

This article presents a comprehensive analysis of contemporary socio-psychological approaches to the study of spiritual intelligence (SI), employing systematic-structural and axiological methodological frameworks. The paper examines the evolution of SI as a scientific construct from its emergence in the late 1990s to the present day, analyzing major theoretical models including those developed by Zohar and Marshall (2000), Emmons (2000), King and DeCicco (2009), Amram (2007), and Wigglesworth (2012). Through systematic analysis, the article identifies key structural components of SI across various conceptualizations, including critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion. The axiological dimension of SI is explored through its relationship to values, meaning-making, and ethical behavior. Empirical research findings demonstrating correlations between SI and mental health outcomes, resilience, life satisfaction, and professional effectiveness are synthesized. The article concludes with implications for psychological practice, education, and future research directions.