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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Islamic Education Studies (INJURIES) Journal of Education and Teacher Training Innovation (JETTI) ASEAN Journal for Science and Engineering in Materials ASEAN Journal of Educational Research and Technology
Dustnazar Omonovich Khimmataliev
Chirchik State Pedagogical University
Religion Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Social Sciences Other

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Integration of Artificial Intelligence in Inclusive Education: Comparative Analysis of Uzbekistan, CIS Countries, and International Practices Dustnazar Omonovich Khimmataliev; Nilufar Parda Qizi Omonova
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.242

Abstract

This comprehensive systematic review utilized the PRISMA methodology to examine 45 peer-reviewed scholarly articles meeting specific criteria: (1) published during 2021-2024, (2) concentrated on AI implementation within inclusive educational contexts, (3) comprised empirical investigations or review analyses, and (4) accessible in English language. The analysis categorizes AI implementations into three primary domains: (1) supportive technologies for accessibility (representing 40% of examined studies), (2) individualized instructional systems (accounting for 35%), and (3) administrative automation tools (comprising 25%). Artificial Intelligence represents a transformative instrument within inclusive educational frameworks, facilitating customized learning experiences and enhancing educational access for learners with diverse abilities. This investigation delivers an in-depth and methodical examination of AI's influence on inclusive pedagogy, analyzing scholarly works published from 2021 through 2024 across major academic databases including Scopus, Web of Science, and ScienceDirect. The findings demonstrate that AI strengthens accessibility via adaptive resources, including visual content interpretation for students with sight impairments and audio-textual materials for learners with auditory challenges. Furthermore, it diminishes educators' clerical burden, enabling greater dedication to instructional mentorship. Concurrently, multiple obstacles persist, encompassing limited AI competency training, infrastructural deficiencies, disparate technological access, and privacy-related ethical concerns. Ultimately, AI presents considerable opportunities for advancing inclusive education and broadening access. Nevertheless, successful implementation necessitates addressing these substantial challenges. The research presents an integrated scholarly perspective on the merits, obstacles, and future possibilities of incorporating AI within inclusive educational settings.
Integration of Multiliteracy of Islamic Education Teachers in Strengthening the Quality of Learning and Religious Character of Students in the Era of Educational Globalization Dustnazar Omonovich Khimmataliev; Nilufar Pardaqizi Omonova; Akbar Namozovich Rasulov; Dilnura Sultonova
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 2 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i2.207

Abstract

Educational globalization and digitalization have transformed the learning landscape, demanding Islamic Education teachers master multiliteracy to remain relevant. However, multiliteracy competency gaps remain obstacles in integrating technology with Islamic values. This study examines the integration of multiliteracy among Islamic education teachers as a key competency in enhancing learning quality and strengthening students' religious character in the era of educational globalization. Employing a qualitative library research approach, this research investigates the urgency of multiliteracy, conceptual strategies for integration, and the challenges and opportunities faced by teachers. The findings reveal that multiliteracy is crucial for enabling teachers to filter information, adapt digital learning technologies, and embed Islamic values in line with 21st-century educational demands. Key findings indicate: (1) multiliteracy enhances learning effectiveness by up to 40% through TPACK integration, (2) teachers with multiliteracy competence develop students' religious character 35% more effectively, and (3) multiliteracy-based PjBL strategies increase student engagement by up to 50%. Conceptual integration strategies include curriculum development, digital technology utilization, project-based learning, and inter-teacher collaboration. The main challenges consist of limited digital skills, resistance to change, and insufficient continuous professional training. However, significant opportunities emerge from educational policy support, access to digital resources, and the reinforcement of religious moderation. This study contributes to the theoretical development of multiliteracy in Islamic education while offering practical implications for teachers, educational institutions, and policymakers. Practical implications include: (1) for teachers - concrete guidelines for implementing multiliteracy in Islamic education learning, (2) for institutions - frameworks for curriculum development and multiliteracy-based training, and (3) for policymakers - recommendations for regulations and budgets to strengthen digital competencies of Islamic education teachers.
Advancing Sustainability and Green Engineering in Mechanical Engineering Education: Concepts, Research Trends, Challenges, and Implementation Strategies Meli Fiandini; Gafurdjan Israilovich Mukhamedov; Dustnazar Omonovich Khimmataliev; Asep Bayu Dani Nandiyanto
ASEAN Journal for Science and Engineering in Materials Vol 4, No 2 (2025): AJSEM: Volume 4, Issue 2, September 2025
Publisher : Bumi Publikasi Nusantara

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Abstract

Sustainability and green engineering are increasingly vital in mechanical engineering education as industries prioritize environmental responsibility, energy efficiency, and waste reduction. This study aims to review and synthesize current research trends, challenges, and implementation strategies concerning the integration of sustainability into mechanical engineering curricula. We used a systematic review approach using literature published between 2019 and 2024. Results indicate that although sustainability is recognized as important, its integration remains inconsistent due to curriculum gaps, limited hands-on experiences, weak industry collaboration, and insufficient faculty training. Proposed solutions include project-based learning, interdisciplinary courses, strengthened partnerships with industry, and the incorporation of green technologies such as carbon capture and circular economy practices. These strategies are essential because they bridge the gap between theory and real-world application. The findings highlight the need for standardized educational frameworks and enhanced collaboration. This review contributes to the development of curricula that prepare future engineers to address complex environmental challenges.
Pedagogical Mechanisms for Preparing Future Education Managers for Administrative Activities to Support Quality Education in the Sustainable Development Goals (SDGs) Era Dustnazar Omonovich Khimmataliev; Nilufar Pardaqizi Omonova; Hasan Nematovich Bozorov; Munisa Aminovna Davlatova; Shoira Isajanovna Abdullayeva; Lola Muhiddinkizi Sunnatova; Xoshimjon Abdumalikovich Mamajonov; Zakiya A. Narimbetova
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): AJERT: VOLUME 5, ISSUE 1, March 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

This study seeks to enhance the managerial readiness of future education professionals through structured pedagogical processes. An experiment with experimental and control groups was conducted, both receiving identical content but different teaching strategies. The developed model combined conceptual, technological, and reflective components, supported by digital tools and project-based learning. Results showed that students in the experimental group demonstrated stronger competence in planning and managing educational activities. This improvement stemmed from structured, goal-oriented experiences reinforced by formative evaluation. By integrating strategic management with pedagogical conditions, the model encouraged autonomy and reflective thinking. The findings emphasize the value of targeted pedagogical interventions in preparing competent education managers. Moreover, the study contributes to Sustainable Development Goals (SDGs), particularly in advancing quality education through innovative approaches to professional training.
Co-Authors Akbar Namozovich Rasulov Asep Bayu Dani Nandiyanto Dilnura Sultonova Fiandini, Meli Gafurdjan Israilovich Mukhamedov Hasan Nematovich Bozorov Lola Muhiddinkizi Sunnatova Munisa Aminovna Davlatova Nilufar Parda Qizi Omonova Nilufar Pardaqizi Omonova Shoira Isajanovna Abdullayeva Xoshimjon Abdumalikovich Mamajonov Zakiya A. Narimbetova