The possibility of using a multi-vector model of the zone of proximal development for a qualitative analysis of the cognitive-personal dynamics of a child's development in the process of overcoming learning difficulties is described. The model was developed within the framework of a reflexive-activity approach to providing advisory assistance. The use of this model in the analysis of the dynamics of a child's cognitive-personal development makes it possible to establish "steps in development" recorded as new formations in the child's cognitive abilities and to determine personal characteristics caused by primary cognitive changes or arising as a result of qualitative changes in the learning process itself.

Burnout among English Language (EL) teachers is a growing concern, impacting their well-being and effectiveness in the classroom. This study explores motivational approaches and strategies to address and mitigate burnout in EL teachers. By examining current literature and case studies, the research identifies key factors contributing to burnout, including high workloads, insufficient support, and lack of professional development. The study proposes a range of motivational strategies, such as enhancing professional support networks, implementing tailored professional development programs, and fostering a positive work environment. Through qualitative and quantitative methods, the research evaluates the effectiveness of these strategies in reducing burnout and improving job satisfaction among EL teachers. The findings aim to provide practical recommendations for educators, administrators, and policymakers to create a more supportive and motivating work environment for EL teachers, ultimately enhancing their resilience and performance.

This article delves into the psychological foundations of foreign language learning, highlighting key cognitive, emotional, and social factors that influence the acquisition process. It explores how working memory, attention and metacognitive awareness are crucial for language processing and retention. Emotional factors such as motivation, anxiety and self-efficacy are discussed as pivotal elements in shaping a learner’s persistence and success. Additionally, the role of social interaction and cultural adaptation is examined, emphasizing the importance of communication and openness to new cultural identities. The article concludes by touching on age-related considerations and the brain’s plasticity in language learning. This comprehensive overview provides valuable insights into how psychological aspects can impact and enhance language acquisition.

This article explores the pragmatic features of family education-related terminology in English and Uzbek. Through an analysis of the usage of key terms in different social and cultural contexts, the study reveals how language reflects the norms, traditions, and societal structures of both cultures. The findings demonstrate that, while the core concept of family education is shared, the pragmatic applications of the terms differ significantly due to the diverse cultural frameworks.

This study investigates the resilience of blind adolescents, focusing on the factors that contribute to their ability to adapt and thrive despite challenges. Resilience, often described as the capacity to recover from difficulties, is particularly vital for individuals facing unique life circumstances, such as blindness. Using a mixed-methods approach, this research combines quantitative surveys and qualitative interviews to assess the levels of resilience among blind adolescents in various educational and social settings. The findings reveal that supportive family environments, access to specialized education, and strong social networks are key factors that enhance resilience in this population. Additionally, the study identifies significant differences in resilience levels based on gender, age, and socioeconomic status. By highlighting the strategies and coping mechanisms employed by these adolescents, this research contributes to a deeper understanding of their experiences and suggests practical recommendations for educators, policymakers, and caregivers to foster resilience in blind adolescents. The implications of this study underscore the need for tailored support systems that recognize and nurture the strengths of blind adolescents, ultimately promoting their well-being and development.

The article emphasizes the significance of Learning Management Systems and its features in modern education’s use of blended learning technology.