Current Research Journal of Pedagogics

Enhancing Creative Potential: A Dynamic Assessment Of Skill Transfer Across Graphic, Verbal, And Mathematical Domains In Primary School Children

2025-10-03T05:00:41+00:00

Background: The debate over whether creativity is a domain-general trait or domain-specific ability has significant implications for educational practice. Existing research on the transfer of creative skills is often limited by traditional, static assessment methods that measure only a final product, failing to capture the underlying cognitive processes and potential for growth. Dynamic assessment (DA), rooted in Vygotsky’s theory, offers a promising alternative by actively mediating a learner's performance to reveal their potential for change and development. This study addresses a critical gap in the literature by using DA to investigate the transfer of creative skills across three distinct domains: graphic, verbal, and mathematical.

Methods: A quasi-experimental design was used with 120 primary school children. Participants were divided into an experimental group and a control group. Both groups underwent pre- and post-testing using standardized creativity assessments in the three domains. The experimental group received a structured, mediated intervention focused on developing domain-specific creative strategies within a single training domain. The effectiveness of the mediation was quantified by measuring learning gain, while transfer was assessed by the change in performance on the untrained domains.

Results: The experimental group showed a significant increase in creative performance in the trained domain compared to the control group, confirming the efficacy of the DA intervention. More importantly, statistical analyses revealed a significant degree of far transfer, where the cognitive strategies learned during mediation were effectively applied to enhance creative performance in the verbal and mathematical domains. The magnitude of transfer was found to be positively associated with the participant's engagement with and application of the mediated strategies.

Conclusion: This study provides robust evidence that creativity, while expressed in domain-specific ways, contains a trainable, domain-general component. Dynamic assessment proved to be a powerful tool for not only measuring but also actively fostering this latent creative potential. The findings have profound implications for educators, suggesting that teaching for transfer through mediated learning can unlock creative skills that might otherwise remain dormant, supporting a more dynamic and inclusive approach to creativity education.

Approaches To Developing Functional Literacy In Local And International Practice: A Comparative Analysis

2025-10-23T11:20:01+00:00

The article provides a comparative analysis of Uzbekistan, Russia, Kazakhstan, and Estonia’s approaches to developing functional literacy. Based on international studies, effective strategies for fostering students’ competencies are highlighted.

Reassessing Short-Term Foreign Language Programs: Pedagogical Effectiveness, Challenges, And Pathways For Sustainable Improvement

2025-10-23T11:43:02+00:00

In the contemporary age of globalization and rapid digital transformation, proficiency in a foreign language—particularly English—has become a vital competency for academic, professional, and personal success. English has evolved into the lingua franca of science, business, technology, and international diplomacy, positioning itself as an indispensable tool for global participation. Consequently, the demand for fast and effective language learning has increased dramatically, giving rise to short-term intensive language courses that promise accelerated linguistic competence within a limited duration.

Despite their growing prevalence and accessibility, the effectiveness of such programs varies significantly depending on several critical factors, including pedagogical framework, teaching methodology, instructor qualifications, and the degree of alignment with internationally recognized standards such as the Common European Framework of Reference for Languages (CEFR). While many short-term courses provide learners with immediate communicative benefits and motivation, others face challenges related to superficial content coverage, lack of structured progression, and minimal focus on long-term skill retention.

This study seeks to critically examine the strengths and limitations of short-term foreign language courses, exploring how these programs function as a bridge between learners’ immediate language needs and sustainable proficiency development. By analyzing their methodological foundations and instructional approaches, the paper identifies best practices and recurring pitfalls across various institutional contexts. Furthermore, it proposes a comprehensive pedagogical framework designed to enhance curriculum coherence, teaching effectiveness, and learner engagement through communicative, interactive, and blended learning principles.

Ultimately, this paper argues that when guided by evidence-based pedagogy and international benchmarks, short-term language courses can transform from superficial skill boosters into meaningful, outcome-oriented educational models that foster lifelong language competence and intercultural communication skills.

Methodology For Developing The Pedagogical Mastery Of Future Teachers Through Artificial Intelligence Tools

2025-10-18T09:38:04+00:00

This research investigates how artificial intelligence (AI) can be used as an effective methodological tool for developing the pedagogical mastery of future teachers. The study provides a comprehensive exploration of the theoretical, methodological, and empirical aspects of AI integration in higher education, particularly in teacher education programs in Uzbekistan. Pedagogical mastery, as an essential professional quality of teachers, is understood as the synthesis of creativity, reflection, communication, and methodological competence. Within this context, AI technologies are viewed as innovative instruments that can simulate teaching situations, generate analytical feedback, and create personalized learning pathways for teacher trainees. Using a mixed-method approach, the research involved 120 students of Andijan State University who were divided into control and experimental groups. The experimental group employed AI-based platforms such as ChatGPT, Google AI Classroom, Canva Edu, and Quizlet AI in their academic and teaching practice. Data were collected through surveys, reflective journals, and lesson observations, followed by statistical analysis using SPSS.

The findings revealed that AI tools significantly improved pedagogical creativity, reflective competence, and communication skills, leading to a 25–30% increase in pedagogical performance indicators compared with traditional methods. The study concludes that AI-supported learning environments encourage independent thinking, self-assessment, and professional growth among future teachers. Furthermore, the research recommends implementing AI-based modules in teacher education curricula to modernize pedagogical training and align it with global digital transformation trends.

Linguistic And Cultural Features Of Tourism Terminology: An Analysis In A Cross-Cultural Context

2025-10-23T11:10:04+00:00

Tourism has evolved into a global, multimodal communication ecosystem in which specialized terminology indexes experiences, spaces, and identities while mediating encounters among cultures. This article examines the linguistic and cultural features of tourism terminology through a cross-cultural lens. Drawing on discourse and translation studies, intercultural pragmatics, and cognitive linguistics, the study analyzes a 1.2-million-word multilingual corpus of tourism texts (destination marketing materials, museum and tour scripts, guidebooks, and travel advisories) in English, Russian, and Uzbek compiled from 2015–2024. The research explores how culture-bound concepts, metaphors, evaluative lexis, and genre-specific conventions shape terminological formation and usage; how institutional actors attempt to stabilize terms through standardization; and how translators negotiate between communicative transparency and cultural authenticity. Methods include concordance analysis, collocational profiling, componential and frame-semantic analysis of key terms, and targeted interviews with professional tour guides and guide-interpreters. Results show that tourism terminology functions as a hybrid between technical nomenclature and persuasive discourse: a high proportion of terms are evaluatively charged and metaphorically extended, while culture-specific lexemes frequently remain partially untranslated or are adapted through loanwords and explicitation. Cross-linguistic comparison reveals asymmetric conceptual mappings in heritage, hospitality, and eco-tourism domains; these asymmetries correlate with culturally salient scripts and state branding strategies. The discussion proposes a functional typology of tourism terms—regulatory, infrastructural, experiential, and identity-performative—and outlines pedagogical implications for training guide-interpreters, including scenario-based instruction, corpus-informed glossaries, and graded translation tasks that foreground intercultural pragmatics. The article concludes with recommendations for terminological standardization that respect local cultural semantics while maintaining international intelligibility.

The Theoretical Foundations Of The Integrative Approach And Opportunities For Its Application In Teaching Natural Sciences

2025-10-23T11:39:18+00:00

This article develops a theoretically grounded account of curriculum integration and examines its pedagogical affordances for teaching the natural sciences in secondary education. Drawing on systems theory, constructivism, knowledge integration research, and transfer-of-learning literature, the paper argues that integrative design is not simply a matter of combining content from different subjects but a principled organization of concepts, practices, and representations around phenomena that require multiple disciplinary lenses. The aim is to articulate a coherent rationale that links integration to cognitive mechanisms such as schema construction, conceptual change, and metacognitive regulation, and to show how these mechanisms can be operationalized through phenomenon-centered units, modeling cycles, and performance assessments. Methodologically, the study synthesizes seminal works and design traditions—phenomenon-based learning, project- and problem-based learning, modeling-based inquiry, and design thinking—into a practical framework for natural science instruction. The discussion analyzes opportunities and constraints in curriculum planning, teacher professional knowledge, assessment, and the use of digital simulations and community partnerships. Results from iterative classroom implementations reported in the literature suggest improvements in conceptual coherence, explanatory writing, and transfer to novel contexts when instruction foregrounds crosscutting principles such as systems, energy and matter, scale, and structure–function. The paper concludes that an integrative approach advances disciplinary literacy and scientific reasoning by aligning epistemic practices with how knowledge is produced and used in real-world problem spaces.

Integrating Digital Technologies In Engineering Graphics Education: Didactic Foundations For Developing Students' Constructive Competence Based On 3D Modeling And Virtual Reality (VR)

2025-10-22T15:22:07+00:00

This study focuses on modernizing Engineering Graphics (Chizmachilik) education by incorporating current computer technologies. We tested the impact of using 3D Modeling and Virtual Reality tools on student learning and design abilities. The practical experiment showed that teaching with these digital tools led to significantly better results in students' overall performance and ability to solve practical design problems compared to traditional methods. The findings confirm that integrating virtual technology makes complex concepts easier to grasp, validating this modern approach as essential for training highly skilled engineers.

Practical Aspects Of Using Mobile Applications (Kahoot!, Quizlet, Plickers) In Developing Students’ Legal Literacy

2025-10-23T11:24:58+00:00

This article examines the practical integration of three widely used mobile learning applications—Kahoot!, Quizlet, and Plickers—into course designs aimed at developing students’ legal literacy. Working from a synthesis of learning-science principles, formative assessment research, and technology-enhanced pedagogy, the study explicates how each tool can be aligned with legal-education objectives, including accurate retrieval of core terminology, issue spotting, rule statement fluency, application to facts, and ethical awareness. In particular, Quizlet is discussed through the lens of retrieval practice and spaced repetition for vocabulary and rule elements; Kahoot! is framed as a vehicle for real-time diagnostic quizzing, misconception repair, and gameful engagement during case-based discussion; and Plickers is presented as a low-device, high-immediacy student response system that supports equitable participation and rapid feedback in classrooms where consistent device access or bandwidth cannot be assumed. The article proposes item-design strategies that privilege higher-order legal reasoning rather than superficial recall, addresses accessibility and privacy considerations, and outlines analytics-driven instructional decisions before and after class. It concludes that the targeted, principle-aligned use of these applications can make legal literacy instruction more systematic, transparent, and inclusive, provided that question design, feedback quality, and assessment alignment are treated as core pedagogical tasks rather than mere technical add-ons.

Enhancing Future Teachers’ Cognitive Potential Through The Opportunities Of The Digital Learning Environment

2025-10-18T09:45:15+00:00

The emergence of digital education has revolutionized the learning environment, creating new opportunities for the development of creativity in future teachers. In this context, it is crucial to understand how digital tools and methodologies can be effectively used to develop creativity among future teachers. This article identifies key components and strategies that contribute to creative development and proposes an integrated framework for teachers and institutions.