INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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NECESSITY OF DEVELOPING HUMANISM IN STUDENTS
Khudayberdiyeva Odina Marubjon kizi
PhD Student, Namangan State University
E-mail:
aydinaxudayberdiyeva@gmail.com
Abstract:
This article examines the necessity of developing humanism among students from
scientific and pedagogical perspectives. It highlights the importance of fostering social-
emotional competencies, the role of humanism in modern education, and effective methods
based on international practice. A survey conducted among university students revealed that the
levels of empathy, tolerance, and cooperation remain moderate. Based on the findings,
recommendations are proposed to strengthen humanistic education within Uzbekistan’s higher
education system.
Keywords:
humanism, student, empathy, social-emotional competence, higher education,
education.
Annotatsiya:
Mazkur maqolada talabalarda insonparvarlikni rivojlantirish zarurati ilmiy-
pedagogik nuqtai nazardan tahlil qilingan. Tadqiqotda ijtimoiy-emotsional kompetensiyalarni
shakllantirishning ahamiyati, zamonaviy ta’lim tizimida insonparvarlikning o‘rni va xorijiy
tajribalar asosida samarali metodlar ko‘rib chiqilgan. So‘rovnoma va tahlil natijalari talabalar
orasida empatiya, bag‘rikenglik va hamkorlik kabi fazilatlarning rivojlanish darajasi o‘rtacha
ekanini ko‘rsatdi. Maqolada O‘zbekiston oliy ta’limida insonparvarlik tarbiyasini
kuchaytirishga qaratilgan tavsiyalar ishlab chiqilgan.
Kalit so‘zlar:
insonparvarlik, talaba, empatiya, ijtimoiy-emotsional kompetensiya, oliy ta’lim,
tarbiya.
Аннотация:
В данной статье рассматривается необходимость развития гуманизма у
студентов с научно-педагогической точки зрения. В исследовании анализируется
значение формирования социально-эмоциональных компетенций, роль гуманизма в
современной системе образования и эффективные методы, основанные на зарубежном
опыте. Результаты опросов и анализа показали, что уровень эмпатии, толерантности и
сотрудничества среди студентов находится на среднем уровне. В статье даны
рекомендации по усилению гуманистического воспитания в системе высшего
образования Узбекистана.
Ключевые слова:
гуманизм, студент, эмпатия, социально-эмоциональная компетенция,
высшее образование, воспитание.
INTRODUCTION
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
218
In modern education, the aim is not limited to transferring knowledge; it also involves fostering
the holistic development of the individual. Globalization, technological progress, economic
competition, and social transformations significantly influence human relations. In this context,
humanism – encompassing values such as respect for the rights and freedoms of others,
empathy, willingness to help, and tolerance – plays a crucial role in the education system [1].
The student years represent a formative period for shaping one’s worldview and social stance.
For this reason, the cultivation of humanistic qualities in higher education institutions is an
urgent pedagogical priority. The Presidential Decree of the Republic of Uzbekistan “On
Additional Measures to Further Improve the Education and Training System” (PQ-4884)
identifies the development of high moral qualities, including humanism, as a priority of state
policy [2].
However, practice shows that certain students still exhibit insufficient levels of empathy,
tolerance, and social responsibility, which may result in strained social relations, reduced
cooperation, and increased individualism. International experience underscores the importance
of humanism in education. UNESCO’s
Global Citizenship Education
(GCE) framework
identifies humanism and social-emotional competencies as key learning outcomes for the 21st
century [3].
Therefore, the higher education system of Uzbekistan must integrate modern pedagogical
technologies, training sessions, service-learning, and interactive methods into the curriculum to
cultivate humanism.
Research aim:
To provide a scientific rationale for developing humanistic qualities in students
and identify effective methods for fostering them in the pedagogical process.
Objectives:
1.
Determine the role and significance of humanism in modern education.
2.
Analyze local and foreign scholarly approaches to developing humanism in students.
3.
Propose practical recommendations for fostering humanism based on research findings.
LITERATURE REVIEW AND METHODS
Studies show that the development of humanism requires a comprehensive, multi-factor
approach. Humanism is viewed not only as a personal virtue but also as a foundation for social
stability and collective well-being [4].
M. Nussbaum (2011), in
Creating Capabilities
, presents humanism as central to modern
education, stressing the need to prepare students not only as economically productive workers
but also as socially responsible citizens [5]. The OECD Education 2030 Framework includes
humanism, empathy, and social solidarity among core 21st-century competencies [6].
Among Uzbek scholars, B. Umarov (2022) examined the pedagogical foundations of
developing humanism in higher education, emphasizing the role of moral-educational events
and student participation in social projects [7]. D. Mirzakhojayeva (2021) explored the impact
of family environment and social networks on developing students’ social activity and
humanistic qualities [8].
International programs, such as the International Committee of the Red Cross’s
Exploring
Humanitarian Law
(EHL), have proven highly effective in cultivating humanistic values [9].
Research methods applied:
1.
Literature review
– analysis of academic publications, policy documents, and
international reports.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
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219
2.
Survey
– anonymous questionnaire on the “Level of Humanism” conducted among 150
students at Namangan State University.
3.
Comparative analysis
– contrasting approaches to humanism in Uzbekistan and abroad.
4.
Statistical analysis
– processing survey data in Excel and SPSS.
5.
Visualization
– presenting results in tables and charts.
Table 1.
Summary of research methods
№
Method name
Purpose
Form of result
1.
Literature review
Create scientific basis and theoretical
framework
Analytical information
2.
Survey
Determine students’ level of
humanism
Percentages and
diagrams
3.
Comparative analysis
Compare local and foreign
experiences
Table and textual
analysis
4.
Statistical analysis
Summarize numerical results
Tables and graphs
RESULTS AND DISCUSSION
Within the framework of the study, an anonymous survey aimed at assessing humanistic
qualities was conducted among 150 students of a higher education institution. The questions
were designed to identify students’ levels of empathy, tolerance, willingness to provide social
assistance, and inclination to resolve conflicts peacefully.
The survey results showed that 62% of students consider themselves to be humane individuals,
while 28% admitted they were unsure how to act in complex social situations. The remaining
10% acknowledged that they do not sufficiently demonstrate humanistic qualities in their daily
lives.
Table 2.
Indicators of humanism among students (n=150)
№
Indicators
High level (%)
Medium level (%)
Low level (%)
1.
Empathy (understanding
others’ emotions)
54
34
12
2.
Tolerance
49
38
13
3.
Willingness to provide
help
61
29
10
4.
Ability to resolve
conflicts peacefully
58
30
12
The analysis of the results shows that although the indicators for individual components of
humanism are relatively high, the share of students at the medium level is also significant. This
indicates that systematic efforts to develop these qualities in the educational process are still
insufficient.
A comparison with international experience reveals that in higher education systems in Finland
and Canada, special
service learning
programs aimed at developing students’ humanistic
competencies have been implemented. These programs actively engage students in social
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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220
projects, volunteer work, and intercultural dialogue. As a result, the level of empathy among
students has been found to increase by 10–15% [10].
In Uzbekistan, efforts to involve students in social projects have intensified in recent years;
however, such activities often remain one-off events. To ensure the sustainable development of
humanistic qualities, a continuous and step-by-step approach is required within the educational
process.
The main problems identified during the discussion were:
1.
Lack of methodological materials on developing humanism in the educational process.
2.
Insufficient involvement of students in practical humanistic activities.
3.
Absence of clear assessment criteria for personal qualities such as humanism in the
evaluation system.
Therefore, one of the recommended approaches for higher education institutions is to integrate
the development of humanism into curricula, social service activities, and cultural events.
CONCLUSION
The conducted research has shown that fostering humanism among students is not only a means
of enhancing personal qualities but also one of the key factors in ensuring social stability and
solidarity within society. While the survey results indicated that specific components of
humanism — empathy, tolerance, willingness to help, and the ability to resolve conflicts
peacefully — are sufficiently developed among students, a significant proportion still
demonstrate medium or low levels.
The analysis revealed that in the current educational process, educational activities related to
humanism either receive insufficient attention or are implemented without proper
systematization. This hinders the sustainable development of such qualities among students.
International experience, particularly the “service learning” programs applied in the higher
education systems of Finland and Canada, has proven to be effective in enhancing humanistic
competencies. Therefore, it is advisable to widely introduce such integrative approaches in
higher education institutions in Uzbekistan.
Based on the research results, the following recommendations are proposed:
1.
Develop special methodological guidelines for fostering humanism in higher education
institutions.
2.
Continuously involve students in social service and volunteer activities.
3.
Introduce criteria for assessing personal qualities, including humanism, into the
evaluation system.
4.
Implement comprehensive pedagogical strategies that integrate both local and
international experiences.
Thus, a scientifically grounded approach to developing humanism among students will
significantly contribute not only to personal development but also to the overall social progress.
REFERENCES:
1.
Astin, A. W., & Sax, L. (1998).
How Service Learning Affects Students
– Survey results
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2.
O‘zbekiston
Respublikasi
Prezidentining
“
Ta’lim-tarbiya
tizimini
yanada
takomillashtirishga oid qo‘shimcha chora-tadbirlar to‘g‘risida
”gi PQ-4884-son
Qarori.
Qonunchilik ma’lumotlari milliy bazasi, 06/25/51/0261-son
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
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Journal:
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221
3.
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Service-learning essentials: questions, answers, and lessons learned.
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What you need to know about social and emotional learning (SEL).
https://www.unesco.org/en/article
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Global citizenship education.
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Sustainable Development Goal 4 – Target 4.7: Education for
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