European International Journal of Pedagogics

Gendered Professional Socialization, Conflict, And Identity Formation In Contemporary Nursing Education And Practice

Alexandra Müller — 2026-02-01

The nursing profession has long been shaped by deeply embedded social, cultural, and gendered assumptions that influence professional identity formation, interpersonal dynamics, and institutional practices. Despite ongoing efforts to diversify the workforce and modernize nursing education, persistent challenges remain, particularly regarding professional socialization, gender inclusion, and interprofessional relationships. Drawing exclusively on the provided body of literature, this original research article offers an extensive theoretical and interpretive analysis of professional socialization in nursing, with particular attention to gender dynamics, male inclusion, nurse–physician conflict, and the sociological foundations of identity formation. The article synthesizes nursing, sociology, psychology, and higher education scholarship to construct an integrative framework that explains how professional norms, values, and power relations are transmitted, negotiated, and contested across educational and clinical contexts. Using a qualitative, interpretive methodological orientation grounded in situated learning theory and social identity theory, the study re-examines existing empirical findings to generate new conceptual insights rather than replicate prior results. The findings suggest that professional socialization in nursing is not a linear or neutral process but a deeply gendered, emotionally charged, and institutionally mediated experience that affects workforce retention, well-being, and professional cohesion. Male nursing students and practitioners encounter distinctive forms of marginalization, role strain, and identity dissonance, while nurses more broadly navigate hierarchical tensions with physicians that reflect historical power asymmetries. The discussion critically evaluates the implications of these dynamics for nursing education, professional ethics, and organizational leadership, highlighting the need for transformative pedagogical approaches that address hidden curricula, emotional labor, and inclusivity. By offering an expansive, theoretically rich analysis, this article contributes to advancing scholarly understanding of nursing as a socially constructed profession and provides a foundation for future research and policy-oriented interventions aimed at fostering equitable and resilient nursing cultures.

Pedagogical Aspects Of Developing The Professional Pedagogical Creativity Of Prospective Visual Arts Teachers

Xojayeva Sayramxon Maksudovna — 2026-02-13

Professional pedagogical creativity is increasingly viewed as a core outcome of teacher education, especially in fields where artistic thinking and pedagogical decision-making intersect. This article examines the pedagogical aspects of developing the professional pedagogical creativity of prospective visual arts teachers and proposes an integrative framework that connects artistic creativity, pedagogical content knowledge, reflective practice, and culturally responsive instruction. The study is grounded in an analytical review of contemporary psychological and pedagogical literature on creativity, art education, and teacher learning, alongside a conceptual synthesis of international policy guidelines for arts education teacher preparation. The results are presented as a pedagogical model describing how creativity emerges in pre-service preparation through purposeful integration of studio practice and didactic design, guided experimentation in microteaching, mentored reflection, and assessment that values originality, meaning-making, and pedagogical effectiveness. The discussion highlights the risks of reducing creativity to isolated “techniques” and argues for an environment-centered approach in which creativity is cultivated as a stable professional disposition supported by institutional culture, formative feedback, and authentic artistic-pedagogical tasks. Practical implications include structuring coursework around inquiry in and through art, strengthening supervision and mentoring, and aligning evaluation with growth-oriented criteria. The article concludes that developing professional pedagogical creativity requires not only individual talent, but also a coherent pedagogical system that supports experimentation, interpretive thinking, and responsible cultural transmission within school art education.

The Role Of Children's Games In Mother Language Education

Nodira Alavutdinova — 2026-02-12

This article analyzes the pedagogical and didactic importance of using children's games in mother tongue education. Game activity is highlighted as an effective tool for developing students' speaking competence, expanding their vocabulary, strengthening their grammatical knowledge and increasing their communicative activity. Also, the possibilities of strengthening students' independent thinking, creative approach and motivation to the lesson through the integration of game technologies into the educational process are substantiated. The article examines the types of didactic and role-playing games that can be used in native language classes and their methodological features.

Artistic Psychologism In The Novels Of Pearl S. Buck: A Study Of Female Characters

Abdullayeva Dilfuza Baxtiyor qizi — 2026-02-09

This article explores the phenomenon of artistic psychologism in the novels of Pearl S. Buck, with particular attention to the psychological construction of female characters. The study aims to identify the narrative strategies through which inner emotional states, moral conflicts, and psychological development are conveyed. Employing close textual analysis and an interpretative approach, the research demonstrates that Buck’s psychologism is predominantly indirect and ethical in nature. Rather than relying on explicit introspection or stream-of-consciousness techniques, the author reveals psychological depth through silence, everyday behavior, and moral choice. The findings indicate that artistic psychologism functions as a central structural principle in Buck’s narrative system, especially in her portrayal of women as moral and psychological centers of the novel.

Didactic Opportunities Of The Digital Learning Environment In Preparing Students For Design Activities

Umirov Ilkhom Iskandar ugli — 2026-02-07

This thesis analyzes the didactic possibilities of using a digital learning environment in the process of preparing students for design and engineering activities. The influence of the digital environment on the effectiveness of teaching, interactive cooperation between students and teachers, as well as its importance in the development of digital competencies are highlighted. The research results show that the digital learning environment creates broad opportunities for developing students' independent thinking, technological reasoning, and creative approaches in design and engineering activities.

Linguistic Capabilities Of Artificial Intelligence In History Education

Kurbanov Azizbek — 2026-02-13

The integration of artificial intelligence (AI) in history education represents a paradigm shift in how historical knowledge is accessed, analyzed, and disseminated. This article examines the linguistic capabilities of AI technologies and their application in teaching history, focusing on automated textual analysis, translation, and semantic processing of historical documents. As educational institutions worldwide seek innovative approaches to enhance student engagement and academic literacy, AI-powered linguistic tools offer unprecedented opportunities for deepening historical comprehension, ensuring terminological precision, and developing scholarly discourse skills. This study explores how natural language processing (NLP), machine translation, and semantic analysis can transform history pedagogy, making primary sources more accessible while fostering critical thinking and analytical competencies essential for historical scholarship.

Opportunities For Integrating Environmental Education With Digital Technologies

Kamolov Bakhtiyor Xasanboyevich — 2026-02-13

This article examines the opportunities for integrating environmental education with digital technologies from a scientific and methodological perspective. It explores the effectiveness of interactive platforms, artificial intelligence-based learning systems, and digital simulations in shaping ecological awareness. Moreover, the study investigates how the integration of pedagogical methods and technological approaches can strategically foster sustainable development concepts, environmental responsibility, and socio-practical competencies among students and learners. The findings provide a scientific basis for modernizing environmental education, designing innovative learning processes, and utilizing digital resources to cultivate ecological culture and consciousness in contemporary educational contexts.

Theoretical Foundations For Improving The Software And Methodological Support For Teaching Students The Subject Of Informatics In Primary Education And Its Teaching Methods

Xomidova Zohidjon Adhamovich — 2026-02-12

This article focuses on the theory that can strengthen both software tools and methodological techniques for teaching Informatics to primary education students. In addition, it identifies the current challenges in integrating the Informatics course at the primary education level and suggests better techniques to optimize the learning process. In particular, emphasis is put on optimizing educational software tools as they relate to meeting pedagogical needs, as well as effective teaching techniques for primary students. This will ensure guidelines to improve the learning process in Informatics among such students.

Pedagogical And Theoretical Foundations Of Using Gamification Technologies In Developing The Professional Competence Of Future Preschool Educators

Xaydarova Namunaxon Adhamjonovna — 2026-02-07

This article examines the pedagogical and theoretical foundations for developing the professional competence of future preschool educators through gamification technology. The study substantiates the didactic potential of gamification from the perspectives of the competence-based approach, motivational and activation factors, learner-centered education, and the integration of interactive teaching methods. It is argued that applying game mechanics and digital educational tools within professional training enhances pedagogical thinking, creativity, communication skills, and reflective practice among future educators. The findings may serve as a methodological framework for improving the professional competence of preschool education students in higher education institutions.