DIGITAL TRANSFORMATION IN UZBEK EDUCATION: A STUDY OF FLIPPED LEARNING APPROACHES
Abstract
This theoretical study examines the integration of flipped learning approaches within the digital transformation framework of Uzbekistan's education system. As the nation advances its "Digital Education" strategy (2020–2030), pedagogical innovations such as flipped classrooms represent a paradigm shift from teacher-centered instruction to learner-centered environments. The article analyzes the conceptual foundations of flipped learning, its alignment with national educational reforms, and its potential to enhance critical thinking, student autonomy, and digital literacy among Uzbek learners. Through comparative analysis of international implementations and contextual adaptation requirements, the study identifies key success factors including infrastructure development, teacher professional development, culturally responsive content creation, and stakeholder engagement. Significant challenges are also addressed, particularly digital divide issues in rural regions, resistance to pedagogical change among educators trained in traditional methods, and the need for localized digital content in Uzbek and Russian languages. The research proposes a phased implementation model for flipped learning that accounts for Uzbekistan's unique socio-cultural and infrastructural context. Findings suggest that when properly adapted and supported, flipped learning can significantly contribute to achieving national goals of fostering 21st-century competencies and improving educational quality across all levels of the Uzbek education system.
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