This article examines state policy aimed at enhancing the spirituality of young people in educational institutions of Surkhandarya Region during the years of independence through the relationship between its legal foundations, pedagogical mechanisms, and historical outcomes. The 2016 Law on State Youth Policy, the 2019 Concept of Continuous Spiritual Education, the Five Important Initiatives, and the 2021 resolution on spiritual and educational activities are analyzed. The growth in the number of students in the region indicates the organizational scale of implementation, but is not interpreted as a measure of educational impact. A model is proposed for linking cooperation among schools, families, mahallas, and youth organizations with student activities. Since regional archives and survey data are unavailable, no causal conclusions are drawn regarding effectiveness at the school level.
State Policy Aimed at Enhancing Youth Spirituality in Educational Institutions of Surkhandarya Region: Historical Stages and Practical Mechanisms
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