Current Research Journal of Pedagogics

Designing A Sustainable Society Oriented Cultural Foreign Language Course: A Needs Analysis of Preservice English Teachers

Dr. Maren K. Hoffmann — Sun, 01 Mar 2026 00:00:00 +0000

This study develops a sustainability-oriented, culture-integrated foreign language course design framework grounded in a needs analysis of preservice English teachers. Building on intercultural communicative competence and intercultural citizenship traditions in language education, the article argues that sustainability is not an “add-on topic” but a meaning-making domain that reconfigures what counts as communicative competence, cultural understanding, and ethical participation in multilingual societies (Byram, 1997; Byram, 2008; Baker, 2012; Adami, 2025). Conceptually, the study links education for sustainable development, ecological literacy, and critical pedagogy to the cultural and intercultural goals of ELT, proposing that preservice teachers’ course needs emerge at the intersection of three pressures: (1) curriculum demands to address global and local sustainability challenges, (2) learners’ lived cultural contexts and identity negotiation, and (3) the professional requirement to teach language as social action rather than only linguistic form (Andersson et al., 2013; Burmeister et al., 2013; Capra, 2007; Focho, 2010; Freire, 2016). Methodologically, the article outlines a qualitative needs analysis approach using interview and reflective narrative protocols complemented by document analysis of course requirements and artifacts. Thematic analysis procedures guide interpretation, enabling identification of preservice teachers’ perceived gaps in intercultural pedagogy, sustainability literacy, and pedagogical language for facilitating difficult conversations around crisis, responsibility, and justice (Braun & Clarke, 2006; Charalambous et al., 2025). Results are presented as a descriptive synthesis of likely needs patterns and course design implications drawn strictly from the provided research base, emphasizing culturally specific teaching realities, embodied and affective intercultural communication, service-learning potentials, readability demands for accessible materials, and project-based global issues pedagogy (Anas et al., 2025; Carstensen, 2025; Chung, 2025; Cates & Jacobs, 2006; DuBay, 2004; Flesch, 1948). The article concludes with a course architecture that aligns intercultural citizenship aims with sustainability education through critical literacy, locally situated cultural inquiry, and reflective assessment practices suitable for teacher education programs (Balıkcıoğlu Akkuş & Uysal, 2024; Arıkan & Zorba, 2024).

Female Character in American “Lost Generation”

Kozakova Oydin Sobirjanovna — Tue, 17 Mar 2026 00:00:00 +0000

This article analyzes the depiction of female characters in the works of Ernest Hemingway and William Faulkner within the literary movement of ‘lost generation”, as well as the approaches of these two writers in illuminating the female figure and their literary significance.

Opportunities for Using Mobile Applications in Chemistry Lessons

Bekimbetova Gulnaz Nabatovna — Fri, 13 Mar 2026 00:00:00 +0000

This article analyzes the possibilities of using digital technologies, in particular mobile software applications, in the educational process. The pedagogical significance of teaching educational materials on the natural resources of the territory of Karakalpakstan through mobile applications is highlighted in chemistry lessons. With the help of mobile technologies, the possibilities of increasing students' interest in the subject, effective assimilation of educational materials, and organizing lessons based on interactive and game technologies are shown. The main functional capabilities of mobile applications in the educational process and their role in increasing the effectiveness of training sessions are also analyzed.

Scientific and Methodological Foundations for Designing Adaptive Learning Models in Medical Education

Ibragimova Venera Azadovna — Mon, 09 Mar 2026 00:00:00 +0000

This article examines the pedagogical foundations and technologies for increasing the effectiveness of the credit-module system in medical education and substantiates the role of integrating fundamental and clinical sciences.

The Use of Modern Technologies in Developing the Written Speech of English Philology Students

Maxsetova Zuxra Torebayevna — Sun, 15 Mar 2026 00:00:00 +0000

This article examines the use of modern technologies in developing the written speech of English philology students. The relevance of the topic is determined by the transformation of higher education, the growth of digital academic environments, and the increasing role of technology-enhanced writing instruction in second-language education. Recent research shows that technology-supported writing development now extends beyond simple word processing and includes automated writing evaluation, corpus tools, collaborative digital platforms, multimodal composing, self-regulation environments, and generative AI-based support. The purpose of the study is to substantiate the pedagogical value of modern technologies in developing the written speech of English philology students and to identify the main methodological conditions under which such technologies become educationally effective. The findings show that modern technologies improve written speech development when they are used not as substitutes for teaching, but as tools for planning, drafting, feedback, revision, corpus-based noticing, collaboration, and reflection. It is argued that technology becomes most productive when it strengthens students’ linguistic awareness, genre sensitivity, autonomy, and revision habits. The article concludes that the integration of modern technologies into writing instruction can significantly enhance the written competence of English philology students, provided that pedagogical guidance, critical use, and alignment with academic goals are maintained.

The Role of Reflection and Independent Thinking in The Formation of Pedagogical Intelligence

Kholbozorova Nasiba Kholbozar Kizi — Fri, 13 Mar 2026 00:00:00 +0000

The article analyzes the role of reflection and independent thinking in the process of forming pedagogical intelligence. Reflection is considered as the main tool that allows students to critically evaluate their own knowledge and experience. Independent thinking plays an important role in the development of their creative and critical approaches. The results of the study show that encouraging reflective activity and supporting independent thinking in the learning process serve to deeply form pedagogical intelligence. The article also emphasizes the importance of pedagogical intelligence in personal and professional development, its connection with the development of independent decision-making and creative approach in students.