JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
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Umarova Mohinur
Student of Kokand University
MECHANISMS FOR DEVELOPING PSYCHOLOGICAL AND PEDAGOGICAL
COMPETENCIES OF HIGHER EDUCATION LEADERS AND EDUCATORS IN
UZBEKISTAN
Abstract:
Building the psychological (e.g. emotional intelligence, resilience, self-efficacy) and
pedagogical (teaching and leadership) competencies of university faculty and administrators is
critical for education reform. Uzbekistan has embarked on ambitious higher education reforms
and teacher-centred pedagogy shifts. Drawing on educational psychology and leadership theory
(e.g. self-efficacy theory, constructivist learning theory, transformational leadership), this study
reviews existing programs and approaches in Uzbekistan to develop these competencies. We
conducted a comprehensive review of recent academic and policy literature, program reports,
and news sources. Results highlight a mix of traditional and innovative mechanisms:
(1)
formal
training seminars and workshops (often on educational psychology, stress management, student-
centred pedagogy);
(2)
mentoring and peer-learning networks (e.g. teacher forums and online
communities);
(3)
digital learning platforms and resources (webinars, virtual professional
development portals); and
(4)
institutional initiatives (national PD centers and qualification
frameworks). For example, universities have organized psychologist-led workshops on student
behaviour and stress resilience
, while national efforts (often supported by UNESCO and
development partners) are creating virtual PD systems and competency frameworks
. These
interventions align with theories emphasizing adult learning, social-emotional skills, and
continuous professional growth
. However, systematic evaluation remains limited. We discuss
implications for policy: integrating psychological skills training (e.g. emotional intelligence,
stress coping) with pedagogical innovation, leveraging digital tools to scale training, and
establishing long-term monitoring of competency development
. Overall, the Uzbek experience
illustrates both progress and challenges in operationalizing a holistic competency-based approach
for higher education leaders and teachers
.
Keyword:
Psychological competencies, Pedagogical competencies, Higher education,
Professional development, Uzbekistan education reforms, Educational leadership, Emotional
intelligence, Mentoring programs, Digital professional training, Teacher training workshops,
Competency-based education, Educational psychology, Adult learning theory, Constructivist
learning, Educational policy.
Introduction
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JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Educational reforms in Uzbekistan emphasize improving quality by shifting from
teacher-
centred
to
learner-centred
pedagogy and building a workforce with 21st-century skills. This
transformation places new demands on higher-education
leaders and educators
to possess not
only subject expertise but also strong psychological and pedagogical competencies.
Psychological competencies can include emotional intelligence, resilience, communication, and
understanding students’ developmental needs, while pedagogical competencies encompass
instructional design, assessment literacy, and leadership of teaching teams. Research in
educational psychology (e.g. Bandura’s self-efficacy theory) and teacher education (e.g.
Shulman’s pedagogical content knowledge) suggests that such competencies are crucial for
effective teaching and leadership. For instance, teacher self-efficacy and positive attitudes are
associated with better student outcomes, and emotional intelligence is linked to resilient and
adaptable school leadership
Global frameworks (e.g. UNESCO’s teacher competency frameworks) and adult learning theory
(Knowles’ andragogy) further underpin this focus on competence development. Uzbekistan’s
policy landscape reflects these ideas: a recent Presidential resolution created a National Institute
of Pedagogical Skill and regional centers to expand continuous professional development.
Similarly, UNESCO-supported initiatives in teacher professional development aim to scale
training and embed modern pedagogical methods nationwide
. In higher education, the
Modernizing Higher Education Project (World Bank) and other programs highlight strengthening
institutional capacity and managerial skills, implying a need for pedagogically and
psychologically adept leadership.
Research gap:
While theoretical and policy attention is growing, the practical mechanisms used
in Uzbekistan (and similar post-Soviet contexts) to develop these competencies are less
documented. This study therefore reviews recent interventions – workshops, mentoring, digital
platforms, and institutional programs – aimed at building educators’ psychological and
pedagogical skills in Uzbek higher education. We identify promising approaches and align them
with relevant theory, seeking to inform future practice.
Methods
This study employs a qualitative, exploratory design based on comprehensive document analysis.
We systematically searched English-language academic databases, official government and NGO
websites, and news portals for references to Uzbekistan’s higher education professional
development and competency training since 2018. Keywords included combinations of
“Uzbekistan”, “higher education”, “teacher training”, “professional development”, “pedagogical
competence”, and “educational leadership”. Sources included peer-reviewed articles, policy
reports (e.g. UNESCO, World Bank), university press releases, and program descriptions.
Each identified intervention or program was analyzed for its goals, content, and delivery
methods. We categorized mechanisms by type (e.g. in-person workshops, online courses,
mentoring), and noted any reported outcomes or participant feedback. The theoretical basis of
each approach was also examined by referencing relevant educational and psychological
literature. In the absence of published evaluation data for many Uzbek programs, evidence of
impact is drawn from program reports, participant anecdotes, and analogous findings from
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JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 15, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
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international contexts. This narrative review approach allows for a broad synthesis of diverse
initiatives in the context of Uzbek higher education.
Results
Our review revealed multiple overlapping strategies to develop psychological and pedagogical
competencies among Uzbek educators and administrators. The key mechanisms and example
programs are summarized below (Fig.1):
1. In-Person Workshops and Seminars:
Universities and educational agencies regularly
organize workshops focusing on educational psychology and modern pedagogy. For example,
the Uzbekistan State World Languages University (UzSWLU) ran a seminar for faculty on
“Culture and Behavior in Working with Students” and managing destructive student behaviors
Activities included psychogymnastics, art therapy, and meditation exercises to enhance tutors’
psychological insight and stress management skills. Similarly, a 2025 “Psychophysiological
Aspects of Stress” training taught educators about the effects of stress on the div and methods
to build resilience. These sessions illustrate an applied psychological approach: educators learn
to recognize their own and students’ emotional states and to foster well-being. Pedagogically,
workshops often emphasize
student-centred learning
and hands-on activities, aligning with
constructivist theory. For instance, Cambridge-PIIMA reported that their new curricula prioritize
real-life projects and teacher collaboration to increase student motivation
. Such experiential
workshops draw on adult learning principles, encouraging reflective practice and practical skill-
building.
Figure 1. Competency Development Strategies for Uzbek Educators
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2. Mentoring and Peer-Learning Networks:
Informal networks and mentoring programs help
propagate best practices. One example is MentorHub, an online community launched for Uzbek
English teachers. Supported by the British Council, MentorHub offered over 100 webinars
during the COVID-19 pandemicuzbekistanteachers.com. These virtual sessions covered modern
teaching approaches and provided a forum for teachers to exchange ideas and receive guidance.
Participants reported that MentorHub created an “interactive and egalitarian environment” where
they could continuously grow as professionals. Although focused on language education, this
model – virtual SIGs and peer mentoring – can generalize to higher education. More formal
mentoring is also part of leadership programs: a U.S.-funded Educational Leadership
Development Program has Uzbek principals mentor their peers, cascading pedagogical
leadership skills to 280 additional school leaders
. While aimed at K-12, it demonstrates the
“train-the-trainer” model where developed educators multiply their competencies across
institutions.
3. Digital Platforms and Online Training:
Digital tools are increasingly leveraged to scale
training. The government has planned an electronic “Virtual Professional Development”
platform for continuous educator training
. UNESCO and partners have led recent initiatives to
contextualize digital training frameworks. For example, in March 2025 UNESCO’s UIL
facilitated a workshop in Tashkent to tailor its DELTA (Digital Empowerment for Lifelong
Learning, Teaching, and Andragogy) framework for Uzbek educators. Stakeholders (including
the Ministry of Higher Education) participated in hands-on sessions, identifying gaps in
instructional practices and information literacy. This led to adapting 32 training modules to
national needs and planning a rollout of an online learning hub. Such efforts reflect cognitive
apprenticeship and blended-learning theories: educators learn to integrate ICT tools with
pedagogical content, reflecting UNESCO’s ICT-Competency Framework for Teachers.
Separately, some Uzbek universities use learning management systems to deliver faculty courses.
A Frontiers ethnographic study reported a five-month virtual PD program based on the ADDIE
model, where Uzbek faculty engaged in research training via online lectures and tasks
. Post-test
gains in research skills demonstrated the feasibility of remote training even on academic
competencies. These examples underline how digital PD can address psychological barriers too:
self-paced modules can build teachers’ confidence (self-efficacy) in new skills.
4. Institutional and Policy Initiatives:
Beyond individual programs, Uzbekistan has instituted
structural reforms to support competency development. A 2024 Presidential decree established
the National Institute of Pedagogical Skill (named after A. Avloni) to oversee continuous PD and
create regional training centers. This mirrors a centralizing approach to embed best practices (e.g.
Presidential School pedagogy) across schools and universities. The decree also mandates new
qualification systems and electronic PD programs
. On the pedagogical side, national standards
and curricula are being reformed: for instance, an Uzbek inter-agency task force (with UNESCO
guidance) developed national ICT competence standards for teachers
. Although initially for K-
12, such standards trickle up to higher education training as well. In practice, Uzbek universities
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ILMIY METODIK JURNAL
are aligning with the Bologna Process and world-class university models, which implicitly
demand educators skilled in student-centred methods and inclusive practices.
Each of these mechanisms is grounded in educational theory. For example, workshops on stress
management operationalize psychological resilience theory, while peer learning communities
draw on Vygotsky’s social constructivism (learning through social interaction). The positive
outcomes reported – such as improved test scores in research skills or enhanced teacher
motivation – suggest these approaches can build competencies.
Figure 2. Competency Development Strategies for Uzbek Educators
Workshops/Seminars:
Tutor/lecturer training on student psychology, pedagogical methods.
Theories: Andragogy; Cognitive/behavioral techniques; Bloom’s taxonomy. Example: UzSWLU
stress seminars
.
Mentoring & Networks:
Peer coaching, teacher forums (in-person and online). Theories:
Social learning (Bandura); Communities of Practice. Example: MentorHub webinars for
teachersuzbekistanteachers.com.
Digital PD Platforms:
MOOCs, virtual academies, e-courses for educators. Theories:
Blended learning; Self-efficacy. Example: UNESCO DELTA modules adaptation
Policy/Institutions:
National institutes, qualification centers, legal mandates for continuous
PD. Theories: Systems theory; Institutional change. Example: Creation of Avloni National
Institute and virtual PD decree.
Discussion
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This review reveals a multi-faceted strategy in Uzbekistan to foster educators’ psychological and
pedagogical competence. Traditional face-to-face training remains important but is being
reimagined through theory-driven content (e.g. integrating emotional intelligence and student-
centred methods)
. Concurrently, technology-mediated solutions address scale and access: for
example, the DELTA framework contextualization shows how international pedagogical models
can be adapted locally
. These efforts align with global best practices that emphasize continuous,
contextualized, and collaborative professional learning.
Theoretically, the combination of interventions supports key psychological needs of adult
educators. Workshops on stress and art therapy build emotional resources, resonating with
research that emotional support and self-care training reduce burnout and improve teaching
quality. Mentoring networks and communities tap into social learning – teachers learn coping
strategies and new pedagogies from peers (Bandura) – and can foster intrinsic motivation (Deci
& Ryan). The Uzbek programs often implicitly follow constructivist design: teachers engage
actively, reflect on practice, and apply new strategies. Moreover, leadership seminars touching
on strategic growth and positive behavior (as in the EDLP) emdiv transformational leadership
theory, training administrators to inspire and support their teams.
Despite these initiatives, gaps remain. Most Uzbek interventions are recent and lack rigorous
evaluation. The Frontiers study on research training
shows measurable gains, but for many
psychological or pedagogical programs we have qualitative or anecdotal evidence only. There is
a need for systematic assessment: pre/post surveys of teacher self-efficacy, classroom
observations of pedagogical change, or long-term tracking of student outcomes. Additionally, the
focus on K-12 in many programs (like EDLP and UNESCO TPD@Scale) suggests higher ed
could learn from those models. For instance, a similar leadership training framework for
university deans could be beneficial, as HEIs undergo curriculum reforms.
Policy implications:
The government’s commitment (e.g. presidential decrees and ministerial
strategies) provides a supportive environment. To enhance impact, policymakers should ensure
coordination across sectors (school and higher ed) so that competency frameworks are coherent.
Integrating psychological skill-building into mandatory faculty development – for example,
requiring EI or stress-management modules in certification – could normalize these topics. Also,
expanding digital access is crucial: more Uzbek educators should have free, high-quality online
PD, perhaps through a national learning portal. The MentorHub example suggests local
ownership of such platforms is feasible and valued.
Finally, a
theoretical insight
is that developing educator competencies is itself a complex
change process. Models like ADDIE (as used in the Frontiers case) or instructional design
principles help structure programs, but adult motivation and institutional culture must be
addressed. By treating teachers and leaders as lifelong learners (as Hilola Umarova noted,
“learning is a never-ending process”
), Uzbekistan’s reforms acknowledge that building
competencies is iterative. The initiatives documented here represent the “first steps” of an
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ILMIY METODIK JURNAL
ecosystem approach: continuous feedback (PD programs informing policy, and vice versa) will
be needed to sustain growth.
Conclusion
Uzbekistan’s higher education sector is increasingly embracing competency-based development
for its educators and leaders. This review has identified several mechanisms – from
psychological workshops to digital training frameworks – that are being deployed. Guided by
educational psychology and pedagogical theory, these mechanisms show promise in enhancing
teacher motivation, teaching quality, and leadership capacity. However, expanded evaluation and
integration across the system will be essential to ensure lasting impact. By aligning policies,
institutional support, and theory-driven practices, Uzbekistan can continue strengthening the
psychological and pedagogical foundation of its higher education workforce, thus contributing to
the nation’s broader educational and economic goals.
References:
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2. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive
classic in adult education and human resource development (8th ed.). Routledge.
3. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
4. UNESCO. (2022). ICT Competency Framework for Teachers. UNESCO. Retrieved from
5. UNESCO. (2023). Digital Empowerment for Lifelong Learning, Teaching, and Andragogy
(DELTA): Implementation Guidelines. UNESCO Institute for Lifelong Learning. Retrieved from
6. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
7. World Bank. (2023). Modernizing Higher Education in Uzbekistan: Project Overview.
Retrieved from
https://www.worldbank.org/uzbekistan/higher-education-modernization-project
8. Uzbekistan State World Languages University (2022). Professional development seminar on
psychological resilience and student behavior management. Retrieved from
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Institute of Pedagogical Skill. Retrieved from
10. Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human
motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49(3), 182–
185. https://doi.org/10.1037/a0012801
11. British Council Uzbekistan. (2023). MentorHub: Professional Development Webinars.
Retrieved from
12. Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan.
(2024). Higher Education Reform Strategy 2024–2030. Tashkent, Uzbekistan: Ministry of
Higher Education, Science and Innovation.
