The article analyzes experiments conducted at Namangan State Pedagogical Institute, Andijan State Pedagogical Institute, and Chirchik State Pedagogical University to implement the 4+2 system (4 days of theoretical training and 2 days of practice). The study examines the advantages and challenges of the system, demonstrating the effectiveness of the specially developed mobile application “Hamkorta’lim” and the GeoEducationbot. These multimedia tools enhance interaction between students and teachers. However, challenges such as a lack of methodological guidelines, organizational shortcomings, and the absence of a clear regulatory framework were identified. Proposed solutions explore ways to improve the system’s effectiveness.

4 2 system, Hamkorta’lim, GeoEducationbot

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