This study examines the impact of the home environment and school organizational climate on learning achievement in language and mathematics. The home environment encompasses factors such as parental involvement, support, and resources, while the school organizational climate includes teacher-student relationships, school resources, and the overall school atmosphere. A sample of students was selected, and data was collected through questionnaires and academic assessments. The results indicate a significant positive correlation between a supportive home environment and higher learning achievement in language and mathematics. Similarly, a positive school organizational climate was associated with better academic performance in these subjects. The findings underscore the importance of creating conducive home and school environments to enhance students' learning outcomes.

In this article, as we will see, intellectual development should not develop in every lesson, but in a comprehensive, systematic way. Thinking, reflecting things and phenomena of reality, is the highest stage of human cognition. At the same time, it has its own unique source of sensation that expands the boundaries of direct reflection, which allows you to gain knowledge about such properties and phenomena that a person cannot directly perceive

The article reveals the role of the national pride of Sahibkiran Amir Temur, his legislative activity in the book "Code".

In this article, on the basis of world experience, a scientific analysis of the research on divergent thinking in the modern education system is carried out.

This article outlines and describes eight Essentials of Second Language Education that fit with the CLT paradigm shift. It focuses on one of the eight essentials and the concludes. These eight essentials are: encourage Learner Autonomy, emphasize the Social Nature of Learning, develop Curricular Integration, Focus on Meaning, celebrate Diversity, expand Thinking Skills, utilize Alternative Assessment methods, and promote English language Teachers as Co-learners.

This article discusses the importance and characteristics of the harmony of subjects in the concept of “Tarbiya” science included in the educational system, the directions defined in the concept of bringing up the country's children mentally and physically, realizing their talents and potential.

Metal oxides such as antimony oxide and lead oxide can be dissolved in alkaline-aqueous organic solutions through various methods, including acid-base reactions, complexation, ion exchange, and redox reactions. These methods involve manipulating factors such as pH, temperature, type of solvent, concentration of metal oxide, and presence of other ions. By dissolving metal oxides, they can be extracted from various materials.

The change in perspective of survey understudies as dynamic members in learning has brought the need to comprehend how they advance as well as to comprehend different elements that play a huge interceding job in helping understudies to become 'dynamic members' in their way of learning. An important concept is the level of student involvement in this direction. It is regarded as a meta-construct with multiple dimensions, including cognitive, behavioral, and affective (emotional) dimensions.

With "Education for All" as the vision and mission, in which "all" children have access to and the chance to complete elementary education, the significance of creating an engaging learning environment has increased. Therefore, teachers must actively create conditions that foster a sense of connection with the students in order to effectively engage "at-risk" students with the school. The purpose of this paper is to comprehend how teachers perceive these "at risk" students. The paper has policy-level implications for school education and teacher preparation, as well as implications for creating engaging school and classroom environments for "at-risk" students.

This study aims to evaluate the effectiveness of a community of inquiry (CoI)-based online course in enhancing cognitive, social, and teaching presence. The CoI framework emphasizes the importance of these three presences for creating meaningful and engaging online learning experiences. A mixed-methods approach was employed, involving quantitative surveys and qualitative interviews with participants. The sample consisted of [number] learners enrolled in the online course. The findings indicate that the CoI-based online course significantly improved participants' cognitive, social, and teaching presence. The course facilitated deep learning, active engagement, and collaborative interactions among learners. Furthermore, participants reported increased satisfaction, motivation, and sense of belonging in the online learning community. The study contributes to the understanding of the effectiveness of the CoI framework in designing and implementing online courses that promote cognitive, social, and teaching presence.

The article reveals the role of studying the history of the country for educating students in the spirit of patriotism and love for the motherland.

This article talks about innovative ways to teach computer graphics subjects. A history of innovation, it showcases creative methods and technologies for educators, new learning platforms, and developments in emerging fields such as art, design, games, and virtual technologies. In this article, the cross-functional management, various teaching techniques and developments in technology, as well as the use of innovative methods in the field of computer graphics, the creation of teaching materials, the organization and teaching of interactive lessons for all participants in the teaching process issues of including training in other fields are presented.

Teachers play a crucial role in supporting and engaging disengaged students in the classroom. This qualitative study aims to explore the experienced emotions of teachers in their pedagogical work with disengaged students. By delving into the subjective experiences and emotions of teachers, this research sheds light on the complex interplay between emotions and pedagogy in the context of student disengagement. Semi-structured interviews were conducted with a diverse group of teachers who have experience working with disengaged students. Thematic analysis was employed to identify key themes and patterns in teachers' experienced emotions. The findings reveal a range of emotions experienced by teachers, including frustration, empathy, motivation, satisfaction, and fulfillment. Additionally, several factors influencing teachers' emotions, such as student behaviors, instructional strategies, and support systems, were identified. This study provides valuable insights into the emotional landscape of teachers' pedagogical work with disengaged students and highlights the importance of emotional competence in fostering positive learning environments.

In recent years, there has been a growing trend towards involving students in the feedback process for their teachers. This approach recognizes that students are not just passive recipients of education, but active participants who can provide valuable insights into the effectiveness of teaching methods. By soliciting feedback from students, teachers can gain a better understanding of what is working well in their classrooms, as well as areas that need improvement. This can lead to more effective teaching practices and better outcomes for students. In this article, we will explore the benefits and challenges of involving students in giving feedback to their teachers, and provide some stages for making the process a success.