European International Journal of Pedagogics

Problems of Ensuring the Harmony of Scientific Research and Creative Activity in Fine Arts Education

Berdiyev Doston Abduvoitovich — 2025-08-16

This article examines the problems of ensuring the harmony of scientific research and creative activity in fine arts education. The study emphasizes that in modern conditions, higher education alone is not enough to prepare competitive specialists in the field of art. The research highlights the need for integration of scientific and creative processes in teaching, the importance of interdisciplinary connections, and the role of mentorship in forming a research environment. Based on international and Uzbek scholarly studies, the paper argues that the combination of theory and practice strengthens students’ critical and creative thinking, fosters their research skills, and contributes to the preparation of well-rounded teachers-researchers in fine arts. The author proposes practical recommendations such as establishing professor-student cooperation, introducing scientific projects in curricula, and actively applying information technologies in the learning process. These measures will ensure that students not only become creative artists, but also researchers with deep scientific knowledge and innovative thinking.

Development of Logical Thinking of Future Primary School Teachers Based on The Synectics Approach

Kalekeeva Sarbinaz Turkmenbaevna — 2025-08-15

The preparation of primary school teachers increasingly demands pedagogical strategies that cultivate both creative fluency and rigorous logical competence. This article proposes and substantiates an instructional model for developing the logical thinking of future primary school teachers through the synectics approach, enriched with analogical materials drawn from 20th-century European prose. Synectics, with its emphasis on direct, personal, symbolic, and fantasy analogies, is positioned here not as a creativity method alone but as a structured pathway toward deductive, inductive, and abductive reasoning. The study adopts a design-based and theory-grounded methodology, synthesizing literature in cognitive psychology and pedagogy with close reading of selected prose by Kafka, Woolf, Mann, Calvino, and Camus. The result is a five-phase didactic model—Prepare, Spark, Transform, Formalize, Transfer—that integrates synectic moves with formal logic tasks and metacognitive routines. Within this framework, literary episodes function as disciplined prompts that obligate students to classify concepts, define predicates, test counterexamples, trace causal chains, and articulate valid inferences. Implications include improved alignment between creative ideation and curricular logic requirements in primary education programs, a practicable blueprint for lesson planning, and an assessment scheme that indexes growth in clarity, coherence, and justificatory depth. Limitations are acknowledged regarding linguistic and cultural variability of literary sources and the need for empirical trials at scale.

Aural vs. Written Vocabulary Instruction: Effects on Listening Comprehension in Second Language Learning

Ali Rezaei — 2025-08-01

This study explores the effects of aural and written vocabulary instruction on second language (L2) listening comprehension. With the increasing importance of listening comprehension in second language acquisition, understanding the role of vocabulary instruction in enhancing listening skills is crucial. This study involved two groups of intermediate-level L2 learners, one receiving aural vocabulary instruction and the other receiving written vocabulary instruction. Pre- and post-test measures of listening comprehension were employed to assess the impact of each instruction method. The results revealed that both types of vocabulary instruction significantly improved listening comprehension, with aural vocabulary instruction showing slightly better outcomes. These findings suggest that incorporating diverse vocabulary instruction methods may lead to more effective listening comprehension outcomes in L2 learning contexts.

The Impact of Differential Approach on Pupils' Psychological Development

Omarova Zamiyra Sirgabay qizi — 2025-08-23

This article is devoted to the issues of the impact of differential approach on pupils' psychological development in primary education. The influence of differential approach on cognitive, emotional and social development, as well as the theories of scholars such as Vygotsky, Piaget, Gardner, Bloom and Howard are deeply analyzed. The article also examines the issues of modern neuroscience achievements and practical application of individual learning strategies.

The Life and Pedagogical Activity of Abduqodir Shakuriy In the Historical Context

Ashurova Dilrabo — 2025-08-15

This article examines the life and pedagogical activity of Abduqodir Abdushukur Shakuriy (1875–1943), one of the most prominent Jadid educators of Samarkand, within the wider historical context of late imperial Russian rule and early Soviet modernization in Central Asia. Using historical-analytical, comparative, and source-critical methods, the study reconstructs Shakuriy’s formation as a teacher, school founder, textbook author, and reformer; analyzes his curricular and organizational innovations such as the rapid-literacy method, coeducation, the introduction of Russian language, labor and music lessons, and the preparation of reading books and anthologies for new-method schools; and situates his practice alongside contemporaneous global reform currents that reached Central Asia through Tatar, Ottoman, and Russian channels. The article also explores the constraints that colonial and early Soviet politics placed on educational experimentation, including persecution, school closures, and Shakuriy’s arrest during the Great Terror, with subsequent posthumous rehabilitation. It argues that Shakuriy’s enduring significance lies not only in the institutional facts of schools and textbooks but in a coherent pedagogical worldview that fused national enlightenment with pragmatic modern schooling aimed at moral character, civic competence, and practical skills. By tracking his trajectory from the first new-method school of Samarkand to his leadership at city schools and his textbook authorship, the article clarifies how local initiative, transregional networks, and changing political regimes co-produced a distinct Samarkand pedagogical school whose patterns continue to inform present debates about curriculum, teacher authority, and the social mission of schooling in Uzbekistan.

A Model for The Effective Integration of Digital Technologies in History Teaching

Ganiev Shakhzod Ravshanbek ogli — 2025-08-14

This article presents a comprehensive pedagogical model for the effective integration of digital technologies in history teaching, designed to enhance student engagement, critical historical thinking, and digital literacy. Drawing on contemporary educational theory, cognitive science, and international best practices, the model emphasizes the alignment of technological tools with disciplinary objectives, particularly the cultivation of chronological reasoning, sourcing, contextualization, and corroboration skills. The study highlights how technologies such as virtual reality, augmented reality, interactive timelines, and digital archives can create immersive and inquiry-based learning experiences, provided they are implemented through structured instructional design. Special attention is given to the challenges of uncritical technology adoption, the risk of historical oversimplification, and the necessity of fostering critical evaluation of digital sources among students. The article also situates the model within the broader context of educational reform, with a focus on its applicability to the rapidly evolving digital landscape in Uzbekistan. Ultimately, the proposed framework serves as both a conceptual guide and a practical tool for educators seeking to transform history education in the 21st century.

The Effectiveness of Applying Innovative Pedagogical Technologies in Environmental Education

Tadjibayeva Gavxaroy Ismailovna — 2025-08-28

This study investigates the theoretical and practical dimensions of enhancing environmental education effectiveness through the application of innovative pedagogical technologies. The research examines how contemporary instructional strategies, including interactive learning approaches, digital educational platforms, project-based learning, and virtual simulations, contribute to the development of ecological culture and sustainability awareness among learners. The findings reveal that technology-mediated pedagogical interventions significantly improve students’ cognitive understanding, motivation, and practical engagement in ecological issues. This study provides a scientific foundation for integrating innovative educational technologies into environmental curricula, fostering the development of environmentally literate, proactive, and responsible citizens capable of addressing complex ecological challenges.