№ 01 (2025) Volume 06 Issue 01

This study explores the development of reflexive skills in preschool children through the implementation of a developmental play environment. Reflexive skills, encompassing self-awareness, emotional regulation, and critical thinking, are essential for a child's cognitive, emotional, and social growth. By engaging children in structured and guided play activities, the study demonstrates the potential of developmental play environments to foster these skills. Using a mixed-methods approach, the research involved both quantitative assessments and qualitative observations of preschool children over an eight-week intervention period. Results indicate significant improvements in children’s ability to recognize and regulate emotions, reflect on their actions, and engage effectively with peers. The findings underscore the importance of integrating reflective practices into early childhood education and highlight the role of educators in facilitating these practices. Challenges such as teacher training and resource allocation are discussed, with recommendations for future research and practical implementation.

This research is dedicated to analyzing the current state of methodological competence formation in prospective English language teachers during their university studies. In the context of contemporary demands on language education, where the emphasis is shifting towards the development of communicative and intercultural competencies, the methodological training of educators is of particular importance. The aim of the study is to identify the level of methodological competence formation in students at various stages of their education and to determine the main problems hindering its effective development. The work examines the theoretical foundations of methodological competence formation, analyzing various approaches to defining its structure and content. Special attention is paid to the practical component of future teachers' training, including teaching practice, the use of modern educational technologies, and the development of reflective skills. The study employed a set of diagnostic methods, including testing, questionnaires, interviews, classroom observation, and analysis of student portfolios. The results of the study demonstrate a heterogeneous level of methodological competence formation among students from different academic years. Both strengths and problematic areas in their training were identified. Analysis of the obtained data allowed us to determine the main factors influencing the formation of methodological competence and to formulate recommendations for improving the educational process in universities. The findings can be used to optimize curricula and enhance the quality of future English language teachers' training.

Еxtrа-сurriсulаr асtivitiеs plаy а pivоtаl rоlе in thе hоlistiс dеvеlоpmеnt оf studеnts, соntributing tо thеir sосiаl, еmоtiоnаl, а nd
соgnitivе grоwth bеyоnd thе trаditiоnаl сlаssrооm sеtting. Mаny соuntriеs hаvе dеvеlоpеd innоvаtivе аpprоасhеs tо оrgаnizing
suсh асtivitiеs, intеgrаting сulturаl, tесhnоlоgiсаl, аnd соmmunity rеsоurсеs. This аrtiсlе еxplоrеs fоrеign еxpеriеnсеs in t hе
еffесtivе оrgаnizаtiоn оf еxtrа-сurriсulаr асtivitiеs аnd еxаminеs thеir pоtеntiаl аppliсаtiоn in diffеrеnt еduсаtiоnаl соntеxts. By
аnаlyzing еxаmplеs frоm соuntriеs likе Finlаnd, Jаpаn, аnd thе Unitеd Stаtеs, thе study idеntifiеs bеst prасtiсеs аnd оffеrs
rесоmmеndаtiоns fоr thеir аdаptаtiоn in оthеr еduсаtiоn systеms. Thе prоspесts fоr using thеsе mеthоds аrе еvаluаtеd,
highlighting thеir pоtеntiаl tо fоstеr сrеаtivity, tеаmwоrk, аnd lifеlоng lеаrning аmоng studеnts.

Compared to traditional activities at school, the project method allows students to increase their motivation to learn. Directly from this, various educational tools are important in organizing cognitive activity in the process. In particular, these include the use of modern computer technologies (computer telecommunications, electronic databases, virtual libraries, video, multimedia and pedagogical software) and traditional educational tools (encyclopedias, manuals, mass media).

This article explores the critical connection between a person’s speech and their professional role, with a particular focus on English teachers. It discusses how an English teacher's speech influences students' language acquisition, comprehension, and motivation. Key factors such as pronunciation, fluency, tone, and the adaptability of speech are highlighted as essential tools in teaching English effectively. The article also addresses challenges faced by non-native English teachers, such as accent and fluency, and how these can impact classroom dynamics. Additionally, it considers the impact of technological advancements, especially online education, on the way English teachers communicate and engage with their students. Through a review of existing literature, the article underscores the importance of speech as a central component of English teaching and its direct link to student success in language learning.

This article explores the role and effectiveness of interactive educational methods in teaching pedagogical theory. It highlights the significance of active learning strategies, which promote student engagement and foster deeper understanding of theoretical concepts in pedagogy. The article discusses various interactive teaching techniques such as group discussions, case studies, role-playing, simulations, and collaborative projects, emphasizing their ability to enhance critical thinking, problem-solving skills, and the application of theoretical knowledge in real-life contexts. The author argues that interactive methods not only improve student motivation and participation but also contribute to the development of essential professional competencies in future educators. The article also examines how these methods help bridge the gap between theory and practice, making learning more dynamic and relevant. Overall, it stresses the importance of integrating interactive approaches into pedagogical theory courses to improve teaching quality, increase student satisfaction, and better prepare learners for practical teaching challenges.

Academic stress has emerged as a significant concern in modern education, impacting students' mental health, academic performance, and overall well-being. This paper explores the multifaceted nature of academic stress, examining its root causes, manifestations, and long-term consequences. Factors such as high parental expectations, competitive academic environments, and the pressure to succeed are analyzed in depth. Through a synthesis of existing research and case studies, the paper highlights coping mechanisms and strategies that educators, parents, and students can adopt to alleviate stress and foster resilience. By understanding the cost of striving for excellence, this study aims to promote a balanced and supportive approach to academic achievement.

The professional motivation of cadets in higher and Western educational institutions plays a crucial role in shaping competent and dedicated military professionals. Motivation influences cadets’ academic performance, leadership skills, and long-term commitment to their military careers. This study explores the key factors affecting professional motivation, including intrinsic and extrinsic motivators, psychological theories, pedagogical approaches, and institutional frameworks. A comparative analysis between traditional higher military institutions and Western military academies highlights the differences in motivational strategies, with the former focusing on discipline and national service and the latter emphasizing leadership development, career opportunities, and autonomy in learning. Drawing on theories such as Maslow’s Hierarchy of Needs, Self-Determination Theory, and Goal-Setting Theory, the study examines the psychological and social aspects that shape cadets' motivation. The findings suggest that a balanced integration of discipline, leadership training, career development, and psychological resilience strategies can enhance professional motivation. The article concludes with recommendations for improving motivation strategies in military education to ensure cadets’ long-term professional engagement and success.

The teaching of communicative competence in language education is crucial for fostering effective communication skills in students. This paper explores the challenges faced by educators in teaching communicative competence, focusing on linguistic, sociocultural, and pedagogical factors. The study identifies barriers such as limited exposure to authentic language use, diverse student backgrounds, and curriculum constraints. Recommendations for overcoming these challenges include adopting interactive and context-based learning methods, enhancing teacher training, and promoting learner autonomy. The findings underscore the importance of addressing these challenges to improve the effectiveness of language teaching.

English is the lingua franca of business, culture and higher education across the globe and what comes with it are the opportunities for success which is tantamount to language competence [2].  English has become more widely used in the past 20 years due to increased worldwide communication, education, business, and immigration. Consider a teacher's responsibility to help pupils learn and be competent in the English language, which includes not only linguistic competency but also teaching competence. This article revealed the importance of linguistic competence and the issues of teaching linguistic competence that teacher as well as students can face.

This study explores the didactic features of Scenario-Based Learning (SBL) technology in the context of English Language Teaching (ELT) within Uzbekistani teacher education programs. It emphasizes the importance of SBL in enhancing pre-service English language and literature teachers' communicative and professional competencies. The paper discusses practical applications of SBL technology, presents examples of its implementation, and offers guidelines for effective use in teacher education programs.

The article is devoted to determining the interrelationships of a functional set of indicators in the learning process using ergonomics in calculating the quality of learning.

This article theoretically analyzes the formation, pedagogical characteristics, and components of problem-based learning technology. And the article discusses methodologies for effectively applying problem-based learning technologies in the process of teaching English.

This study explores the integration of artificial intelligence within higher education institutions, examining how emerging technologies can enhance instruction, streamline administrative processes, and prepare graduates for a technology-driven economy. A mixed-methods approach involving online surveys, semi-structured interviews, and a review of institutional documents was used to investigate perceptions of AI adoption, barriers to implementation, and strategies for scaling AI-based tools. Survey data indicate that faculty and staff view AI technologies, such as adaptive learning platforms and automated grading systems, as opportunities for personalized learning experiences. However, limited resources, insufficient technical expertise, and data privacy concerns pose significant challenges. Interviews underscore the need for specialized training programs and ethical governance frameworks to support sustainable AI integration. Document analysis further reveals the importance of clear institutional roadmaps and consistent funding as catalysts for successful implementation. The findings suggest that targeted professional development, alignment with strategic objectives, and ongoing evaluation of AI’s effectiveness can lead to improved learning outcomes and more efficient administrative systems. By embracing responsible innovation and transparent governance, higher education institutions can leverage AI to enrich the academic environment, foster equity in learning, and shape the development of a technologically adept workforce.