THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
164
SOCIAL-EMOTIONAL LEARNING AND ENGLISH LANGUAGE
EDUCATION: TRANSFORMING UZBEKISTAN’S EDUCATIONAL
LANDSCAPE
Jalgashova Nasiba Ergashovna
Faculty of Tourism, Department of Foreign Language
and Literature, Chirchik State Pedagogical University
Yusupova Muhabbat Anatolievna
Academic supervisor:
https://doi.org/10.5281/zenodo.15574304
Abstract:
This article explores Uzbekistan’s comprehensive educational
reforms in recent years, with a focus on enhancing the quality of education and
fostering social-emotional learning (SEL) through English language education.
Incorporating official governmental policies, President Shavkat Mirziyoyev’s
speeches, and global educational theories, the article underscores the necessity
of integrating SEL in curricula to prepare youth for the challenges of the 21st
century. The transformative role of English language learning as a medium for
developing cognitive and emotional competencies is highlighted, along with
practical implications and ongoing challenges.
Keywords:
Education reform, social-emotional learning, youth
development, Uzbekistan, President Shavkat Mirziyoyev, English language
learning, educational quality
Over the past decade, Uzbekistan has witnessed profound transformations
in its educational landscape. The government, led by President Shavkat
Mirziyoyev, has placed education reform at the forefront of national
development, recognizing that a modern, competitive society depends not only
on knowledge but also on the emotional and social maturity of its youth. As
President Mirziyoyev eloquently stated, “Our future depends not only on the
intellectual but also on the emotional development of our youth.”
This paradigm shift reflects a growing global consensus that education must
evolve beyond traditional academic learning. The integration of social-emotional
learning (SEL) into educational systems worldwide has become a crucial focus.
SEL refers to the processes through which individuals acquire and effectively
apply the knowledge, attitudes, and skills necessary to understand and manage
emotions, set and achieve goals, establish positive relationships, and make
responsible decisions.
In Uzbekistan, these principles have been embraced with vigor. Historically,
the education system emphasized memorization and standardized testing, often
neglecting the broader emotional and social development of students. The
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
165
recent reforms prioritize the development of SEL skills alongside academic
competencies, particularly in English language education, which has been
identified as a key vehicle for both cognitive and emotional growth.
Daniel Goleman’s seminal work, Emotional Intelligence, highlights that
“Emotional intelligence is the sine qua non of leadership. Without it, a person
can have the best ideas in the world, but he or she will not be able to inspire
others to act on those ideas.” This insight is fundamental to understanding why
Uzbekistan’s reforms place SEL at the heart of education. The goal is to cultivate
not only knowledgeable but also emotionally intelligent individuals who can
lead with empathy and resilience.
English language learning, in particular, is a fertile ground for embedding
SEL. Language is inherently social, and learning a foreign language involves
navigating cultural nuances, practicing empathy, and developing communication
skills. In Uzbekistan’s new educational model, English is taught using interactive,
student-centered methods that encourage collaboration, problem-solving, and
emotional engagement.
Carol S. Dweck’s research in Mindset: The New Psychology of Success
further informs this approach: “Students who develop a growth mindset
embrace challenges, persist in the face of setbacks, and see effort as a path to
mastery.” The cultivation of a growth mindset is intertwined with SEL, as both
emphasize adaptability, perseverance, and self-awareness.
At the 2023 Education Development Forum, President Mirziyoyev
reiterated, “Our children must be equipped not only with facts and figures but
also with emotional resilience and social awareness necessary for success in the
complexities of the 21st century.” This declaration has inspired widespread
reforms to introduce SEL frameworks into curricula, teacher training, and
assessment protocols.
The theoretical foundation for these reforms is supported by Lev Vygotsky’s
Mind in Society, which argues, “Learning which is oriented toward
developmental levels that have already been reached is ineffective from the
viewpoint of the child’s overall development.” This principle encourages
educators to design learning experiences that challenge students appropriately
and foster holistic growth.
Uzbekistan’s National Education Development Strategy (2023–2030)
explicitly integrates SEL objectives within English language education. This
strategy marks a decisive move away from passive rote learning toward active,
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
166
participatory pedagogy. It emphasizes critical thinking, emotional regulation,
and interpersonal skills as essential competencies for the modern learner.
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Vygotsky, L. S. (1978). Mind in society: The development of higher
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Mirziyoyev, S. (2023, March). Speech at the Education Development
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