European International Journal of Pedagogics
187
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
187-189
DOI
3
OPEN ACCESS
SUBMITED
24 March 2025
ACCEPTED
20 April 2025
PUBLISHED
22 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Virtual Pedagogical
Culture as A Specific
System of Transformation
Xaydarova Hilola Rahimberdiyevna
PhD in Psychology, Associate Professor at the "Pedagogical Education"
Department at National University of Uzbekistan named after Mirzo
Ulugbek, Uzbekistan
Abstract:
This article analyzes virtual pedagogical
culture as a unique system of transformation. It also
explores the necessity of developing virtual pedagogical
culture among parents. The study empirically
demonstrates that fostering virtual culture in parents
not only protects their children and youth from virtual
and informational threats but also helps the parents
themselves build immunity to such risks.
Keywords:
Parent, youth, transformation, conscious
filtering, family, school, neighborhood, upbringing,
culture, virtual, media, information, computer, literacy,
virtual control, children.
Introduction:
According to the Presidential Decree No.
PF-60 of the Republic of Uzbekistan dated January 28,
2022, “On the Development Strategy of New Uzbekistan
for 2022
–2026,” the fifth of the seven priority directions
developed based on the principle "From the Strategy of
Action to the Strategy of Development" is ensuring
spiritual development and elevating this sphere to a
new level. Moreover, developing the pedagogical
culture of parents should be considered one of the most
important tasks of modern society and part of the
state’s social policy.
Research shows that there is currently no systematic
work in place to enhance parents’ pedagogical culture.
Traditional methods once used in schools, such as
universal pedagogical education and pedagogical
enlightenment for parents, have now disappeared.
There is also no clear understanding of the
phenomenology of parents’ pedagogical culture or the
methods and forms for its development in new socio-
economic conditions. In order to develop a
European International Journal of Pedagogics
188
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European International Journal of Pedagogics
comprehensive concept for improving parents’
pedagogical culture, it is necessary to analyze the
current socio-pedagogical situation and examine the
experiences of psychological and pedagogical work
with parents in both local and foreign schools.
Our own research indicates that virtual pedagogical
culture stands out as a system of transformation that
helps regulate people’s lives. Based on this approach,
it can be said that developing virtual pedagogical
culture plays a role in resolving or regulating the moral
and ethical issues related to the upbringing of the
younger generation in society. This is achieved through
the use of computers and virtual communication,
which foster rational behavior and activities among
individuals.
Developing a system of virtual pedagogical culture
among parents is essential for creating moral and
ethical immunity in youth against virtual dependency.
Conducting pedagogical and psychological monitoring
of students in schools to determine necessary
directions is of particular importance.
Through the practice of parents discussing information
from media sources together with their children, it is
possible to shape young people’s skills in managing
informational needs. Examining how parents and
children interpret, evaluate, and discuss such content
together, the extent to which their perspectives align
or differ, and how much time and patience parents
devote to such discussions is vital. In this context, the
question “Do you discuss information provided
through the media with your child?” was posed to
parents. The results showed that 18 respondents (10%)
occasionally exchange views with their children, 30
(17%) do so rarely, 62 (36%) lack time to engage in such
discussions and therefore do not discuss information
at all, and 39 respondents (23%) answered negatively.
However, in many cases, the frequency of
communication between parents and children is
decreasing, which in turn leads to situations where
young people become lost in the virtual world and lose
their sense of self.
There is also a question of whether parents themselves
possess an adequate level of virtual literacy and skills.
Are they able to filter virtual information? Have they
developed immunity to getting lost in the virtual
world?
To find answers to these questions, a survey was
conducted among respondents with the question: “Do
you have the ability to analyze and filter virtual
information and texts?” Among the parents, 43 people
(18%) indicated that they are able to some extent to
filter information from the virtual world and have
developed sufficient skills. Another 43 people (18%)
said they have some understanding of the virtual world
and filtering information. 28 people (11%) indicated
that they might be able to filter virtual information only
with someone else's help; otherwise, they risk being
swept away by the virtual environment. A total of 103
people (41%) reported that they do not filter virtual
information at all and lack this ability.
The fact that parents have developed the skills to
properly understand the virtual world and filter
information is an indication that they have formed a
culture of virtual communication and information
exchange. However, our analysis shows that only 18% of
parents have truly internalized a culture of virtual
information. This raises another question: have parents
themselves developed the necessary skills and
immunity to resist various virtual information threats?
By developing parents’ virtual literacy, we not only
protect their children and youth from virtual threats but
also help parents themselves build immunity against
such threats.
To the ques
tion, “How do you think the virtual
pedagogical culture of parents can be developed?”
parents gave the following answers: 43 people (15%)
–
through national and universal human values, 57 people
(24%)
–
by observing online etiquette, 59 people (37%)
–
through the ability to correctly choose and use
information from information technologies, 91 people
(15%)
–
said they found it difficult to answer.
Of course, all the suggested response options are
important. When it comes to the ability to correctly
select and use information obtained from information
technologies, national and universal human values also
play a vital role. At the same time, online etiquette
should be properly formed. Online etiquette includes
perception, conscious decision-making, and acting not
under the influence of the masses but with reason.
These skills should first be developed in parents and
their children. These competencies are shaped and
harmonized through pedagogical upbringing and
pedagogical education.
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European International Journal of Pedagogics
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