From approach to outcome: contemporary vectors in education
https://doi.org/10.17853/1994-5639-2025-9-30-56
Abstract
Introduction. The impact of contemporary pedagogical theories on students’ academic achievements remains insufficiently explored due to a lack of large-scale comparative studies. Aim. The present research aimed to analyse the determinants of the effectiveness of various pedagogical concepts and to identify the role of contextual adaptation in educational programmes to optimise their effectiveness. Methodology and research methods. The research employs an integrated approach that combines qualitative and quantitative methods. Data collection was conducted across five areas: a systematic analysis of the literature (n = 243), a comparative study of educational programmes (n = 92 from 47 countries), expert interviews (n = 47), in-depth case studies (n = 6), and statistical analysis of educational outcomes. Quantitative data were analysed using correlation and regression analyses. Results. Three prevailing theoretical models have been identified: constructivist, traditional instructivist, and sociocultural. Each offers specific advantages: developing critical thinking, improving standardised test scores, and strengthening community engagement, respectively. Programmes integrating multiple approaches demonstrated higher levels of student attention retention, and contextual adaptation proved to be a significant success factor. Scientific novelty. The scientific novelty of this study lies in the systematic analysis and comprehensive evaluation of the effectiveness of contemporary pedagogical theories. Practical significance. Based on the study’s results, a set of measures was proposed to optimise educational models, namely: combining pedagogical approaches, localising curricula, strengthening teacher autonomy, and differentiating the assessment system according to the target educational guidelines.
About the Authors
A. A. Sodiqov
Namangan State Institute of Foreign Languages
Uzbekistan
Uzbekistan
Abduhalil A. Sodiqov – Lecturer, Department of Humanities and Physical Education
Namangan
Z. S. Babaeva
Tashkent State Pedagogical University
Uzbekistan
Uzbekistan
Zarina S. Babaeva – Associate Professor, Department of Russian Language and Teaching Methods, Faculty of Languages
Tashkent
Sh. M. Sultonova
Renaissance Educational University
Uzbekistan
Uzbekistan
Shokhista M. Sultonova – Dr. Sci. (Philology), Associate Professor, Professor, Department of Philology
Tashkent
B. S. Siddikov
Fergana State University
Uzbekistan
Uzbekistan
Bakhtiyor S. Siddikov – Cand. Sci. (Education), Professor, Department of Pedagogy
Fergana
M. E. Yulchiev
Andijan Machine Building Institute
Uzbekistan
Uzbekistan
Mashalbek E. Yulchiev – PhD (Philology), Associate Professor, Department of Alternative Energy Sources
Andijan
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Review
For citations:
Sodiqov A.A., Babaeva Z.S., Sultonova Sh.M., Siddikov B.S., Yulchiev M.E. From approach to outcome: contemporary vectors in education. The Education and science journal. 2025;27(9):30-56. https://doi.org/10.17853/1994-5639-2025-9-30-56
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