Under Uzbekistan’s credit-module system, independent learning forms a large part of student workload, yet statute treats it mainly as preparation for externat examinations. This article asks whether its legal instruments give students enforceable guarantees. It combines doctrinal analysis of the Constitution, the Law on Education, the Civil Code and Resolution No. 824 with a 2025 survey of 580 students and 358 teachers. All students reported unilateral syllabus changes; 58.1% of teachers called anti-plagiarism mechanisms absent or formal. The article proposes a binding syllabus, a two-tier appeal and statutory rules on generative AI.
Independent Learning Without Enforceable Guarantees: The Syllabus, Assessment Appeals and Generative Ai In Uzbekistan’s Credit-Module Higher Education
DOI:
Keywords:
Independent learning
syllabus
student rights
Abstract
References
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