Current Research Journal of Pedagogics

Pedagogical Feature of Introducing Students to Knowledge of Instrumental Performance

Abilova Gulbakhar Jalgasbaevna — 2025-06-08

This article covers the pedagogical features of the process of introducing students to the knowledge of Instrumental Performance, the need to acquaint students with the knowledge of the Instrumental Performance of the Uzbek musical art, which has been studied for many centuries, having been polished and passed from teacher to student as a tradition, and thereby expanding the educational capabilities of students.

Improvement of The Methodology of Teaching the Course of Zoology in Higher Education Based on Innovative Pedagogical Technologies

Khonnazarova M.T. — 2025-06-12

This article is devoted to the topic "Improving the methodology of teaching zoology in higher education based on innovative pedagogical technologies." It highlights the comparison of traditional and innovative approaches, the importance of modern educational technologies in teaching zoology, including active teaching methods, digital tools, virtual laboratories, multimedia resources, collaborative approaches, and modern assessment methods. With the help of innovative technologies, it shows the possibilities of increasing students' interest in zoology, deepening their knowledge and skills in the subject. In conclusion, it was emphasized that the application of modern approaches is an important factor in improving the quality of education.

Inclusive Culture as A Pedagogical Dimension of Successful Education

Gozieva Shakhnoza — 2025-06-10

This article discusses inclusive education and the development of an inclusive culture in society. The article reiterates the importance of inclusive education extending inclusion to every section of society, meeting the unique needs of each individual, and seeing significant changes in society. Methods and practices used to develop an inclusive culture are discussed as well.

Leveraging Artificial Intelligence for Self-Regulated Learning in EFL Presentation Skill Acquisition: Learner Perceptions and Practices

Dr. Tomoko Nishida — 2025-06-01

The development of effective presentation skills is crucial for English as a Foreign Language (EFL) learners in academic and professional contexts. This complex skill necessitates not only linguistic proficiency but also strategic self-regulation. With the rapid integration of Artificial Intelligence (AI) into language education, understanding how EFL learners leverage these tools for self-regulated learning (SRL) in developing presentation skills has become paramount. This study investigates the priorities and utilization patterns of AI-enhanced SRL among EFL learners focused on improving their presentation abilities. Employing a qualitative research design, data were collected through semi-structured interviews with university-level EFL students. Thematic analysis revealed that learners prioritize AI tools for enhancing linguistic accuracy (pronunciation, grammar, vocabulary), improving fluency, and managing public speaking anxiety. Their utilization patterns spanned across various SRL phases, from forethought (content generation, outlining) to performance (rehearsal with AI feedback) and self-reflection (analyzing AI-generated performance reports). While participants appreciated AI's accessibility, personalized feedback, and anxiety-reducing potential, challenges related to over-reliance, authenticity, and ethical considerations were also identified. These findings offer valuable insights for educators and developers regarding the pedagogical integration of AI to foster more effective and self-directed language learning environments, particularly in the realm of complex communicative skills like presentations.

Blended Learning in ESP: Combining Traditional and Digital Approaches for Economics Students

Yunusova Feruzakhon Hodjiakbarovna — 2025-06-12

Blended learning—the deliberate integration of face-to-face instruction with online delivery—has reshaped English for Specific Purposes (ESP) courses worldwide. For economics majors, whose future professional discourse is deeply rooted in both subject-specific terminology and digital communication, a carefully balanced blend can enhance language mastery while fostering transferable digital literacy. Drawing on recent systematic reviews, needs-analysis studies, and classroom interventions, the present article examines how a blended ESP model can be designed, implemented, and evaluated in undergraduate economics programmes. Using a mixed-method, semester-long study with 124 second-year economics students, we investigated learning outcomes, student engagement, and perceived usefulness of digital tools such as Learning Management Systems, adaptive language platforms, and data-driven tasks based on authentic economic texts. Findings show statistically significant gains in receptive and productive ESP skills, heightened learner autonomy, and positive attitudes toward the digital component, without diminishing the perceived value of in-class interaction. Challenges identified include uneven digital competence and the need for sustained instructional design support. Recommendations emphasise iterative curricular alignment, targeted teacher professional development, and systematic evaluation to refine the blend.