As global expectations for higher education continue to prioritize transparency, accountability, and comparability, the concept of educational quality has grown increasingly multifaceted. This paper investigates the influence of external quality standards—particularly those stemming from the Bologna Process and the European Standards and Guidelines (ESG)—on the development and assessment of educational quality within credit-modular systems. Focusing on Uzbekistan as a primary case study, and drawing comparisons with European and Central Asian experiences, the research examines how such standards are locally interpreted, operationalized, and institutionally embedded. The analysis reveals that although external benchmarks provide structural coherence and direction, their effective implementation hinges on their contextual alignment with national priorities and the proactive involvement of higher education institutions. The study concludes by underscoring the importance of institutional capacity-building, fostering academic agency, and transitioning from compliance-oriented practices to holistic, quality-centered educational cultures.

Educational quality, credit-modular system, external standards

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Karimova, G. (2023). Challenges in the Implementation of the Credit-Modular System in Uzbekistan. ResearchGate.