Next Scientists Conferences

A History of the Study of Archaeological Sites of the 14th–16th Centuries in the Jizzakh Oasis (A Case Study of Gallaorol District)

2026-11-11T05:17:49+00:00

This article presents information on archaeological research conducted in the Jizzakh oasis (region), particularly survey and excavation studies at archaeological sites dating from the 14th–16th centuries in Gallaorol District. It discusses the material culture finds recovered in recent years through excavations at the ruins of Kurgantepa, Lapakhtepa and Katta Khonimkurgan, as well as surveys at the Kokgumbaztepa and Etimtepa sites, highlighting their distinctive features.

Teacher-Led, AI-Assisted Instruction and Young Learners’ Listening and Speaking in English: A Controlled Experiment in Three Regions of Uzbekistan

2026-11-13T08:40:15+00:00

Background. Young learners pick up a foreign language mainly through hearing and speaking it, yet crowded primary classrooms leave little room for individual feedback.

Aim. To test whether lessons in which artificial intelligence (AI) assists, but never replaces, the teacher can raise Grade 1–4 pupils’ English listening and speaking performance.

Methods. A controlled classroom experiment was run with 755 pupils (382 experimental, 373 control) from six state schools in Khorezm, Namangan and Tashkent. Experimental classes worked with a curriculum-based task system, a teacher–pupil–AI work cycle and a speech-recognition platform (TE-FLY). Performance was scored on a 20-indicator, 80-point rubric and sorted into proficiency levels.

Results. The groups began at the same point (19.4% vs 19.3% at the high level). At the end, 79.6% of experimental pupils but only 30.6% of control pupils were at the high level (χ² = 186.53, p < 0.001; Cramér’s V ≈ 0.50).

Conclusion. Teacher-led AI assistance is a promising way to strengthen early oral English, although the composite score and the lack of delayed testing call for careful interpretation.

Developing Creative Expression In Primary School Pupils Through Fairy Tale Retelling

2026-11-11T05:21:24+00:00

This paper proposes a classroom approach to developing creative expression through fairy tale retelling in primary education. It focuses on changing the narrator’s perspective while preserving the logical relationships between events. The proposed sequence combines attentive reading, discussion of character motives, guided retelling and revision. An illustrative task based on the Uzbek folk tale Zumrad and Qimmat shows how pupils can move from reproducing a familiar plot to constructing a reasoned interpretation. The paper offers teaching recommendations and formative assessment criteria; it does not report experimental findings.

Scientific And Methodological Foundations For Organizing Experimental Research On The Development Of Digital Competence In Prospective Primary School Teachers

2026-11-13T08:34:56+00:00

This article examines the theoretical, methodological, and organizational foundations for conducting pedagogical experiments aimed at developing the digital competence of prospective primary school teachers through an integrative approach. It systematizes the aims, objectives, stages, diagnostic criteria, assessment indicators, and methods for establishing the statistical reliability of experimental findings. A comparative analysis is undertaken of the scholarship of international researchers, including C. Redecker, P. Mishra, M. Koehler, İ. Reisoğlu, A. Çebi, A. Lachner, W. Shadish, and J. Cohen, alongside the contributions of Uzbek scholars H. Raxmatova, M. Tillaboyeva, Sh. Xujakulov, T. Kadirov, M. Sheraliyeva, and B. Umirov. Drawing on the DigCompEdu, UNESCO ICT-CFT, and TPACK frameworks, the article proposes an organizational model of an experimental programme designed to develop prospective teachers’ digital competence. It substantiates the interrelationships among the formation of experimental and control groups, baseline assessment, formative pedagogical intervention, final monitoring, and statistical analysis. A multidimensional assessment of digital competence is proposed, encompassing cognitive, methodological-technological, practical, communicative, axiological and safety-related, and reflective components. The article presents a scientific and methodological design for a pedagogical experiment; the collection and evaluation of actual empirical findings are identified as tasks for subsequent research.