Oʻzbekcha
MIGRANT TALABALARDA MILLIY VA GLOBAL IDENTIKLIKNI INTEGRATSIYALASHTIRISHGA YO'NALTIRILGAN PEDAGOGIK MODEL
Jurnal
“Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” mavzusidagi Respublika ilmiy-amaliy anjumani materiallari to‘plami.
Nashr
“Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” mavzusidagi respublika ilmiy-amaliy anjumani
Annotatsiya
Ushbu maqolada O‘zbekiston oliy ta’lim muassasalarida ichki migratsiya sharoitida ta’lim olayotgan talabalarda milliy identiklik va global fuqarolik ongini integratsiyalashtirishga yo‘naltirilgan yaxlit pedagogik model nazariy jihatdan asoslanadi va eksperimental tarzda sinovdan o‘tkaziladi. Tadqiqotning dolzarbligi shundaki, zamonaviy globallashuv sharoitida migrant yoshlar ko‘pincha madaniy ziddiyat va identiklik parchalanishi holatiga duch keladi: bir tomondan, ular milliy qadriyatlari va madaniy ildizlarini yo‘qotish xavfi bilan yuzlashsa, ikkinchi tomondan, yangi ijtimoiy muhitga moslashish zaruratini his etadi. Ushbu ikki qutb o‘rtasidagi muvozanatni ta’minlash bugungi pedagogikaning ustuvor muammolaridan biridir. Taklif etilayotgan model J. Berry’ning akkulturatsiya nazariyasi, M. Rokeach va S. Schwartzning aksiologik konsepsiyalari, J. Habermasning kommunikativ harakat nazariyasi hamda P. Freirening tanqidiy pedagogikasiga asoslanadi. Model uchta o‘zaro bog‘liq komponentni: aksiologik komponent (milliy qadriyatlar xaritasini shakllantirish va ongli ravishda mustahkamlash), kommunikativ komponent (madaniyatlararo muloqot va dialog ko‘nikmalarini rivojlantirish) hamda refleksiv komponentni (shaxsiy identiklikdagi o‘zgarishlarni kuzatish va anglash) qamrab oladi. Model to‘rt ketma-ket bosqichda amalga oshiriladi: diagnostika va motivatsiya, milliy ildizlarni mustahkamlash, global kontekstni o‘zlashtirish, integratsiya va mustahkamlash. 2022–2024-yillarda ikkita oliy ta’lim muassasasida o‘tkazilgan pedagogik eksperiment natijalariga ko‘ra, eksperimental guruhda “integratsiya” maqomidagi talabalar ulushi 18,4 foizdan 67,9 foizga oshgan (p < 0,001), shuningdek, akademik o‘zlashtirish va psixologik farovonlik ko‘rsatkichlari ham sezilarli darajada yaxshilangan. Tadqiqot natijalari milliy va global identikliklarning ziddiyatli emas, balki o‘zaro boyituvchi munosabatda ekanligini hamda bunday uyg‘unlikni maqsadli pedagogik ta’sir orqali shakllantirish mumkinligini ko‘rsatadi.
Kalit so‘zlar
aksiologik yondashuv
fuqarolik pozitsiyasi
global identiklik
madaniy integratsiya
migrant talaba
milliy identiklik
pedagogik model
English
This article theoretically substantiates and experimentally tests a holistic pedagogical model designed to integrate national identity and global citizenship among students studying in higher education institutions of Uzbekistan in conditions of internal migration. The relevance of the study is manifested in the fact that in the conditions of modern globalization, migrant youth often find themselves in a state of cultural conflict and identity fragmentation: on the one hand, they face the threat of losing their national values and cultural roots, and on the other hand, they feel the need to adapt to a new social environment. Finding a balance between these two poles has become one of the priority problems of today's pedagogy. The proposed model is based on J. Berry's theory of acculturation, M. Rokeach and S. Schwartz's axiological concepts, J. Habermas's theory of communicative action, and P. Freire's critical pedagogy. The model includes three interrelated components: an axiological component (building a map of national values and consciously reinforcing it), a communicative component (developing intercultural communication and dialogue skills), and a reflexive component (observing and understanding changes in personal identity). The model is implemented in four consecutive stages: diagnostics and motivation, strengthening national roots, mastering the global context, integration and consolidation. According to the results of a pedagogical experiment conducted in two higher education institutions in 2022–2024, the share of students with the “integration” status in the experimental group increased from 18.4 percent to 67.9 percent (p < 0.001), while the indicators of academic achievement and psychological well-being also significantly improved. The results of the study demonstrate that national and global identities are not in conflict, but rather exist in a mutually enriching relationship, and that such harmony can be developed through targeted pedagogical influence.
axiological approach
civic position
cultural integration
global identity
migrant student
national identity
pedagogical model
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