This article analyzes the theoretical, conceptual, and methodological foundations of studying the Uzbek diaspora in Turkey through a comprehensive and integrative approach. The study reinterprets the phenomenon of diaspora within both classical and contemporary scientific paradigms, synthesizing key concepts such as transnationalism, acculturation, social integration, social capital, and identity transformation within a unified analytical framework. The literature review indicates that although diaspora studies have significantly developed globally, the Uzbek diaspora in Turkey remains insufficiently explored through empirically grounded, multi-level, and methodologically integrated approaches. Therefore, this study proposes a conceptual and methodological model of diaspora formation based on a mixed-methods design. The proposed model conceptualizes diaspora processes as a dynamic system of interrelated macro (structural factors), mezo (social networks), and micro (individual level) dimensions. The findings demonstrate that the level of diaspora integration is directly associated with the intensity of transnational ties, the quality of social capital, and the institutional environment.

In order to scientifically substantiate the effectiveness of the idea of ​​increasing student activity through the use of interactive technologies and to further improve it, it is necessary to conduct a comprehensive, systematic and multifaceted analysis of this impact. Because activity as a pedagogical phenomenon is characterized not only by final results, but also by dynamic, procedural and qualitative changes occurring in the educational process itself. Therefore, assessing activity requires a methodological approach that reveals the internal mechanisms of the educational process, not limited to test results or grades.

Currently, new pedagogical paradigms and approaches are being formed in the field of foreign language teaching methodology, requiring a fundamental revision of traditional, mainly teacher-centered and reproductive methods. These changes are closely related to the processes of globalization, the expansion of international communication, the increasing demand for foreign languages in the labor market, and the rapid development of information and communication technologies [Селевко, 2010]. As a result, the process of teaching a foreign language is considered not only as a mastery of grammatical rules and lexical units, but also as a complex pedagogical process aimed at the effective use of language in real communicative situations.

This аrticle explores the pedаgogicаl аspects of the rehаbilitаtion process of children with disаbilities. It exаmines the role of educаtionаl methods, the professionаl аpproаch of teаchers, аnd their impаct on children’s sociаl аdаptаtion аnd personаl development. Speciаl аttention is given to the interrelаtion between speciаl pedаgogy аnd sociаl rehаbilitаtion, аs well аs the аpplicаtion of educаtionаl technologies аnd innovаtive methods. The findings highlight the importаnce of pedаgogicаl аpproаches in ensuring the successful integrаtion of children with disаbilities into society.

This article provides a comparative analysis of the implementation of the translanguaging approach in primary education in Uzbekistan and neighboring countries. Translanguaging is a modern approach that allows students to exchange ideas, communicate, and consolidate knowledge using multiple language resources in an integrated manner. The study compares the experiences of Uzbekistan, Kazakhstan, Kyrgyzstan, and Tajikistan based on criteria such as language policy, curricula, teacher training, textbooks and methodological support, and factors for developing students' linguistic competence. The article first examines the state language policy and official documents on multilingualism of each country. Then, the role of the mother tongue and foreign languages ​​in primary education programs, the possibilities of organizing integrated lessons, and existing experiences are analyzed. It also provides a comparative review of teachers' methodological training, attitudes toward language transfer, and real-world applications. As a result, it is determined that the translanguaging approach in Uzbekistan plays an important role in developing multilingualism, increasing communicative competence, and approaching international standards while preserving national values. Comparison with the experience of neighboring countries serves as a scientific basis for eliminating existing problems and developing effective methodologies.

This article studies the scientific and methodological foundations of improving the quality and content of education in the higher education system based on the qualitative approach. In particular, the content of the qualitative approach is analyzed from a pedagogical point of view and the possibilities of its integration into the educational process are highlighted.

This study examines the effectiveness of the 2R2D (Reading, Reflection, Discussion, and Discussion) method in teaching Persian in religious schools in Uzbekistan. Since Persian is an important language in Islamic theology, improving students’ Persian language skills is essential for understanding religious texts. The 2R2D method combines active reading, critical thinking, collaborative discussion, and structured discussions to develop language comprehension, critical thinking, and theological discussion skills. The study uses mixed methods, including classroom observations, tests, and student feedback to assess the impact of the method. Preliminary results indicate that the 2R2D method improves Persian language acquisition while increasing students’ engagement in religious content.

This article examines methods for developing students' critical thinking skills based on teaching reading literacy in primary grades in Uzbekistan. The study analyzes modern requirements of primary education, pedagogical and psychological aspects of forming critical thinking in reading literacy lessons, as well as innovative methods and technologies used in this process.

This article analyses the latest innovative methods in teaching foreign languages. The way we teach foreign languages is constantly changing. Technology, updated teaching theories, and a better understanding of learning are leading to new and improved methods. These innovations don't necessarily replace traditional approaches entirely, but they often enhance them, creating more interesting, effective, and personalized learning experiences. This article will delve into these new methods, examining their theoretical foundations, how they're used in practice, and their potential impact on learners.

This article analyzes interactive methods used in teaching Uzbek grammar, their effectiveness and prospects. The relevance of using interactive methods in teaching the Uzbek language, their role in increasing student activity, forming a culture of communication and strengthening language skills is highlighted. Interactive approaches are becoming the main tool of the teacher in the modern educational process.

This article describes the relevance of teaching a foreign language (using the simultaneous translation as an example). It covers various methods that contribute to better language acquisition. In teaching languages, the main role is played by the psychological climate, which affects the development of communicative skills and abilities. Important aspects in teaching languages, where it is necessary to take these factors into account, are considered. Optimized mood in the group is one of the main components in teaching a foreign language. Productive methods of teaching foreign languages are indicated.

This article discusses the importance of teaching the history of national values to students in the conditions of renewal of Uzbekistan, existing problems and methodological proposals for their solution. The article considers ways to improve the methodology based on modern pedagogical approaches.