International Journal of Pedagogics

Development of Professional Competences of Future Educators

2026-04-10T03:21:32+00:00

This article comprehensively analyzes the issue of developing professional competencies of future educators from the perspective of the requirements of the modern education system. In today's conditions of globalization and increasing competition, it is important for pedagogical personnel to have not only theoretical knowledge, but also practical skills, creativity, independent thinking and continuous self-development abilities. Therefore, the article covers the essence of the concept of professional competence, its structural structure and role in pedagogical activity on a scientific and theoretical basis.

During the study, the main components of professional competence - motivational, intellectual, volitional, practical, emotional and self-management qualities - are analyzed, and their role in the formation of the future pedagogical personality is revealed. Also, the types of pedagogical competence, including social, personal, methodological, communicative, innovative and informational competencies, are considered in their mutual integration. The article substantiates the advantages of a competency-based approach and its role in increasing efficiency in the educational process.

In addition, the importance of the continuing education system, adaptive learning technologies, and self-development mechanisms in developing the professional competencies of future educators is emphasized. The teacher's work on himself, the systematic enrichment of his professional knowledge and skills, and the mastery of modern pedagogical technologies are shown as important factors ensuring his professional maturity.

Emotional Intelligence, Psychological Capital, Assessment Literacy, And Professional Identity in Teaching: An Integrative Framework for Teacher Development and Educational Effectiveness

2026-04-03T02:31:27+00:00

Background: Contemporary teaching is no longer reducible to the delivery of subject content. Teachers are increasingly expected to assess learning authentically, regulate classroom emotions, sustain motivation under pressure, integrate evolving pedagogies, and maintain a coherent professional identity. The references provided for this article collectively suggest that emotional intelligence, psychological capital, assessment literacy, and teacher professional identity represent four interdependent pillars of effective teaching and professional growth. Yet, these constructs are often examined separately, leaving a conceptual gap in understanding how they interact to shape teacher development and educational outcomes.

Objective: This article develops a comprehensive integrative analysis of the relationships among emotional intelligence, psychological capital, assessment literacy, and professional identity in teaching and teacher education. It aims to synthesize existing scholarship into a coherent explanatory framework that clarifies how these constructs reinforce one another and influence teacher effectiveness, engagement, resilience, and student learning.

Method: The article adopts a qualitative integrative review design grounded strictly in the provided references. Through interpretive thematic synthesis, the study organizes the literature into interrelated domains: emotional and social competence, positive psychological resources, teacher assessment work, and identity formation. Methodological reflections regarding common method bias, conceptual overlap, and limitations of self-report traditions are also incorporated.

Results: The synthesis indicates that emotional intelligence supports teachers’ perception, regulation, and pedagogical use of emotion; psychological capital contributes hope, efficacy, resilience, and optimism; assessment literacy structures teachers’ evaluative judgment and formative decision-making; and professional identity provides coherence, meaning, and commitment. The literature suggests that these factors do not operate independently. Rather, emotional intelligence may strengthen assessment interactions and relational teaching; psychological capital may buffer stress and sustain professional agency; and both may contribute to identity consolidation. In turn, a stable professional identity may deepen commitment to formative assessment and continuous learning.

Conclusion: Teacher development is most convincingly understood as an integrated psychosocial and pedagogical process. Educational systems should move beyond fragmented competency models and instead design teacher preparation and professional development around the mutual reinforcement of emotional intelligence, psychological capital, assessment literacy, and professional identity.

Mechanisms for Enhancing Gender Sensitivity of School Principials

2026-04-11T07:36:04+00:00

This article provides a scientific-theoretical and practical analysis of the mechanisms for enhancing gender sensitivity among school leaders. Within the framework of the study, the essence of gender-sensitive management, its significance in educational management, and its impact on management effectiveness are examined. Furthermore, normative-legal, organizational-managerial, pedagogical, psychological, innovative, and monitoring-evaluation mechanisms are substantiated based on a systematic approach. Drawing on the perspectives of foreign scholars and international experience, the role of gender-sensitive leadership in improving educational quality, fostering a positive school environment, and ensuring social justice is highlighted.

On the Study of The Life and Activity of Ashurali Zohiriy

2026-04-10T03:05:57+00:00

The article analyzes the life, socio-political activities, and scholarly and creative legacy of Ashurali Zohiri, one of the prominent representatives of the Jadid intelligentsia in Turkestan at the beginning of the 20th century. Based on archival materials and scholarly publications, the study highlights his contributions to the development of the public education system, national journalism, linguistics, and the enlightenment movement in Turkestan. Special attention is given to Ashurali Zohiri’s role in the national liberation movement, his pedagogical and publishing activities, as well as his tragic fate during the Stalinist repressions.

Didactic Requirements for Coaches and Practitioners in Judo Training at Sports Schools

2026-04-10T13:37:19+00:00

This article examines the didactic requirements for judo practitioners in sports schools. It also presents ideas on the requirements and tasks related to organizing and conducting training sessions in the process of preparing young judokas.

Modern Pedagogical Technologies in Teaching Oral Skills to Non-Linguistic Students

2026-04-09T07:54:22+00:00

In the twenty-first century, education has changed quickly, and this has had a big effect on how foreign languages are taught, especially in colleges and universities that don't focus on language. Modern teaching tools are very important for making it easier for students who aren't studying linguistics to learn how to speak better. In these situations, the main goal is not just to improve grammar skills but also to help students become better at communicating in a foreign language in both work and everyday situations. Modern teaching methods focus on teaching students in a way that is centered on them, using interactive techniques, and using digital tools. Project-based learning, task-based instruction, collaborative learning, case studies, role-plays, and problem-solving activities are all examples of technologies that make the classroom a real place to communicate. These methods get students to take part in discussions, simulations, and presentations, which lowers psychological barriers and boosts motivation. Using information and communication technologies (ICT) like multimedia presentations, online platforms, virtual discussions, and language learning apps can help you improve your speaking skills even more. Digital tools make it possible to talk to people in real time, practice pronunciation, and check your own work. Blended learning models also combine traditional classroom teaching with online activities. This gives students more freedom and lets them choose their own learning paths.

The Importance of Educational Development and The Principles of Justice in The Views of Munavvarqori Abdurashidxonov

2026-04-10T13:34:21+00:00

Munavvarqori Abdurashidxonov was one of the most influential representatives of the Jadid enlightenment movement in Central Asia at the beginning of the twentieth century. His pedagogical ideas were closely connected with the concepts of educational reform, social justice, and intellectual awakening of society. The purpose of this article is to analyze the importance of education and the principle of justice in Abdurashidxonov’s worldview. The study explores his educational philosophy, the role of schools in social development, and his contribution to the modernization of the educational system in Turkistan. Through historical and analytical methods, the article demonstrates that Abdurashidxonov considered education not only a means of acquiring knowledge but also a powerful instrument for achieving social equality, national consciousness, and moral progress.

Supporting Children with Speech Dyspraxia in Inclusive Educational Environments

2026-04-08T10:17:03+00:00

This article analyzes the methodology and pedagogical approaches for effective work with children with speech dyspraxia in an inclusive educational environment. Speech dyspraxia is characterized by a violation of motor and speech planning processes in children, which significantly affects the learning process. The article considers speech therapy classes, individual and group approaches, as well as methods for adapting the learning process.

The Importance of Tourism as A Means of Improving the Physical Fitness of Young Athletes

2026-04-10T03:25:30+00:00

This article examines the importance of sports and health tourism as a tool for increasing the physical activity of young athletes, improving their functional state, and developing physical fitness.

Modern Techniques to Enhance 10-11 Th Grade Students’ Life Skills in English Classes

2026-04-08T07:42:07+00:00

In contemporary secondary education, English classes are expected to perform a broader pedagogical function than the transmission of grammatical knowledge and lexical stock. They increasingly serve as a space where adolescents develop communication, cooperation, critical thinking, self-management, decision-making, empathy, creativity, and digital responsibility. International educational frameworks define life skills as adaptive and transferable capacities that help young people respond effectively to academic, social, and personal challenges, while current language pedagogy emphasizes meaningful communication, learner agency, and authentic problem-solving. This article examines modern techniques for enhancing life skills among 10th–11th grade students in school English classes. The discussion argues that communicative language teaching, task-based instruction, project-based learning, social and emotional learning integration, discussion-based pedagogy, collaborative digital work, reflective practice, and competency-oriented assessment create favorable conditions for life-skill formation in late adolescence. Particular attention is given to the specific needs of upper secondary learners, whose cognitive maturity, social identity formation, career orientation, and increasing autonomy require a more complex, dialogic, and real-world model of English teaching.

Vocabulary Development of B1 Students in A Digital Environment

2026-04-10T03:17:42+00:00

This thesis examines how the vocabulary of B1-level students can be expanded in a digital learning environment through structured exposure, retrieval practice, and guided production. It argues that digital flashcards, captioned video, electronic glosses, mobile tasks, and collaborative platforms are most effective when integrated into a CEFR-aligned sequence of noticing, practice, recycling, and use. The paper proposes a practical instructional model that develops lexical range, learner autonomy, retention, and communicative confidence in blended and online language education settings for students.

Relations of Reading Comprehension and Authentic Texts

2026-04-11T07:35:01+00:00

In this period, English is not a language which is difficult to find anymore. Almost every country in the world uses English as a tool of communication. English is a tool of communication because its function is to share information and to equalize the different culture among countries. This is used in international conferences, education or in business. This is the international language that everyone in every country has to understand. Therefore, learning English become a must to all over the world including Uzbekistan. In Uzbekistan, English subject is taught as a second language-English as a Second Language (ESL) in the education system that makes language teachers teach it related to the language students communicate.

Enhancing the Methodological Framework for Preparing Pre-Service Teachers in Instructional Design Within Digital Learning Environments

2026-04-10T03:02:20+00:00

The rapid and transformative transition towards digital learning environments has reshaped nearly every aspect of educational practice, from curriculum development to daily classroom interactions. This movement has revealed both opportunities and challenges for teacher preparation programs to ensure future educators possess robust instructional design competencies. Gaining proficiency in instructional design within digital settings is now a crucial expectation for pre-service teachers. This article aims to thoroughly examine how the methodological framework utilized in teacher preparation can be enhanced to foster deep, sustained, and contextually relevant instructional design skills for pre-service teachers, specifically tailored to the evolving landscape of digital education. The focus lies on providing a comprehensive theoretical analysis, discussing practical strategies for methodological enhancement, and concluding with actionable recommendations for teacher education institutions.

The Importance of The Digital Learning Environment in Engineering Education Based on Foreign Experience

2026-04-10T13:35:10+00:00

This article analyzes the importance of the digital learning environment in engineering education based on foreign experience. It demonstrates that in developed countries, the widespread use of digital technologies, virtual laboratories, simulation programs, and online platforms significantly enhances the effectiveness of engineering education. The article highlights the role of the digital environment in developing students’ independent thinking, problem-solving abilities, and practical skills. It also substantiates the importance of adapting international experience to the national education system. The research results show that the development of a digital learning environment is a key factor in improving the quality of engineering training.

The Methodology of Forming Professional Vocabulary in Medical Students Using the Case Study Method

2026-04-09T07:51:41+00:00

This article explores the effectiveness of the Case Study method in developing professional medical vocabulary among EFL medical students. The research demonstrates that integrating authentic clinical cases into English language classes substantially enhances students’ terminological competence, lexical retention, and ability to use specialized vocabulary in professional contexts. The experimental results show a statistically significant improvement in both receptive and productive vocabulary skills compared to traditional vocabulary teaching methods. The study highlights the advantages of contextual, problem-based learning in English for Specific Purposes (ESP) and offers practical recommendations for implementing the Case Study approach in medical education.

Integrating Ai Writing Assistants into EFL Composition Courses: Effects on Writing Quality and Learner Confidence

2026-04-10T13:32:03+00:00

This paper examines the effects of integrating AI writing assistant tools into a university-level EFL composition course on students' writing quality and self-confidence as writers. A quasi-experimental study was conducted with 148 undergraduate students at New Uzbekistan University over 14 weeks. The experimental group (n=74) received instruction that embedded AI writing assistants — used for planning, drafting, and revision — alongside explicit strategy instruction; the control group (n=74) followed a conventional process-writing approach without AI support. Writing quality was assessed using an analytic rubric across four criteria: task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy. Learner confidence was measured using a validated self-efficacy writing scale administered at weeks 1, 7, and 14. Results showed statistically significant advantages for the experimental group across all four writing criteria (p < .05), with the greatest gains observed in coherence and cohesion (Δ = 0.79) and task achievement (Δ = 0.77). The experimental group also demonstrated substantially steeper growth in writing self-efficacy across the semester. Qualitative analysis of learner reflection journals highlighted the particular value of AI-generated structural templates, iterative feedback on draft coherence, and the reduction of "blank page" anxiety at the planning stage. Implications for writing pedagogy and AI tool design are discussed.

Of Future Fine Arts Teachers Regarding Composition

2026-04-08T10:12:16+00:00

Any field has its own requirements, laws that are applied in a broad sense, and procedures in a narrow sense. The field of education is no exception. After all, for each stage and type of the continuous education system of our country, there are State requirements and State educational standards, and the main goal of education is related to the fulfillment of the requirements of the standards. At the same time, it should be separately recognized that as society continues to develop, its sectors also develop in a harmonious way in all areas. This factor is especially relevant in education. In our example, in improving the content of the subject "Composition" in higher pedagogical education, there are general didactic and pedagogical requirements specifically for fine arts, in particular, composition, and these requirements must be strictly observed in this process.