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All Journal Jurnal Pendidikan Islam IJoLE: International Journal of Language Education Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Journal of Education and Teacher Training Innovation (JETTI) ASEAN Journal for Science and Engineering in Materials ASEAN Journal of Educational Research and Technology
Khimmataliev, Dustnazar Omonovich
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Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Social Sciences Other

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Pedagogical Conditions of Moral and Economic Education of Children 6-7 Years Old in Play Activities Khimmataliev, Dustnazar Omonovich; Burieva, Kibrio Ergashevna
CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 16, No 1 (2025): (ONLINE FIRST) MAY 2025
Publisher : UPI Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/cd.v16i1.78063

Abstract

Introducing a preschool-age child to real life and bringing him closer to it is one of the tasks of modern society. This is due to changes in the social life of all members of society (including preschool children), the importance of preparing a child for life, correctly orienting him in the ongoing phenomena of public life, as well as continuity between the first educational stages of the educational system - kindergarten and school. In this regard, one of the tasks of modern pedagogy of preschool childhood is to teach children the basics of economics. The problem of including economic education in the general education system has been considered by researchers recently. Along with such branches of education and upbringing as physical, labor, mental, aesthetic, economic, it acts as a relatively young one. The results of these studies are partial programs for the economic education of preschoolers, as well as educational and methodological manuals. At the same time, as the analysis of theoretical and methodological approaches to the problem of economic education of preschoolers has shown, its solution in the aspect of the moral development of children is not considered enough. The moral side plays a special role in economic education. The mere presence of knowledge and ideas about economics cannot mean that a child knows how to apply them correctly in life. Here, the other side immediately works - the moral side, which helps the child to understand the current situation. An urgent task of preschool pedagogy is to find effective ways to develop the personality of a preschooler, including his moral and economic education. It is generally recognized in Russian preschool pedagogy and psychology that the development of a child is carried out in the process of his active activity
Advancing Sustainability and Green Engineering in Mechanical Engineering Education: Concepts, Research Trends, Challenges, and Implementation Strategies Fiandini, Meli; Mukhamedov, Gafurdjan Israilovich; Khimmataliev, Dustnazar Omonovich; Nandiyanto, Asep Bayu Dani
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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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.
Enhancing Native Language Pedagogy in Preschool Education: Integrating Cultural Contexts and Sustainable Development Goals (SDGs) Khimmataliev, Dustnazar Omonovich; Sadikovich, Kiyamov Nishon; Mannapovna, Jabborova Onaxon; Qizi, Sayitova Umida Hikmatillo; Nematovna, Rakhmonova Zarifa; Bakhtiyarovna, Bilolova Zamira
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75814

Abstract

This study aims to enhance native language pedagogy in preschool by integrating interactive, digital, and culturally rooted methods in alignment with the Sustainable Development Goals (SDG 4 and SDG 11). A mixed-methods approach was employed, involving preschoolers and pre-service educators across various institutions. Quantitative data from vocabulary and comprehension tests, and qualitative insights from interviews and observations, showed that digital tools and cultural integration yielded greater language acquisition and engagement. Traditional methods underperformed in all indicators. Because language is deeply tied to identity and development, teaching practices that reflect culture and leverage innovation promote inclusivity, participation, and early literacy. These findings suggest that incorporating SDG-aligned strategies into educator training can foster educational equity and cultural sustainability in early learning environments.
Pedagogical Mechanisms for Preparing Future Education Managers for Administrative Activities to Support Quality Education in the Sustainable Development Goals (SDGs) Era Khimmataliev, Dustnazar Omonovich; Omonova, Nilufar Pardaqizi; Bozorov, Hasan Nematovich; Davlatova, Munisa Aminovna; Abdullayeva, Shoira Isajanovna; Sunnatova, Lola Muhiddinkizi; Mamajonov, Xoshimjon Abdumalikovich; Narimbetova, Zakiya A.
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): (ONLINE FIRST) 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.
Integrating Islamic Pedagogy and The Sustainable Development Goals in Preparing Future Educators in Uzbekistan Khimmataliev, Dustnazar Omonovich; Rahmonova, Muqaddas Qahramonovna; Choriev, Ruzimurat Kungratovich; Abduvaliyevna, Xalikova Nargiza; Omonova, Nilufar Parda Qizi; Badalova, Barno Tajimovna; Berdalieva, Gulasal Abdukunduzovna
Jurnal Pendidikan Islam Vol 11 No 2 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i2.48413

Abstract

The development of students’ creative competence is a critical aspect of preparing future educators, particularly within the framework of Islamic education. This study investigates how the integration of Islamic religious education principles with the Sustainable Development Goals (SDGs) enhances students’ professional and pedagogical readiness in higher education. Employing a qualitative approach, the research involved observing pedagogical practices, analysing the curriculum, and evaluating educational outcomes across selected Islamic universities. The results revealed that incorporating Islamic educational values into learning processes nurtured creativity while fostering ethical awareness and sustainability-oriented thinking. The SDGs served as a global reference to contextualize innovation in teaching, while Islamic values grounded the process in moral and spiritual development. Students showed notable improvement in critical thinking, cultural sensitivity, and adaptability, skills essential for professional practice in dynamic educational environments. This study emphasizes the importance of holistic educational models that integrate Islamic ethical frameworks and global sustainability agendas to foster creative, responsible, and future-ready educators. The findings suggest that integrating spiritual, ethical, and sustainable perspectives into curriculum design can significantly contribute to the advancement of Islamic education in higher education institutions.
Integration of Artificial Intelligence in Inclusive Education: Comparative Analysis of Uzbekistan, CIS Countries, and International Practices Khimmataliev, Dustnazar Omonovich; Omonova, Nilufar Parda Qizi
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.
Co-Authors Abdullayeva, Shoira Isajanovna Abduvaliyevna, Xalikova Nargiza Asep Bayu Dani Nandiyanto Badalova, Barno Tajimovna Bakhtiyarovna, Bilolova Zamira Berdalieva, Gulasal Abdukunduzovna Bozorov, Hasan Nematovich Burieva, Kibrio Ergashevna Choriev, Ruzimurat Kungratovich Davlatova, Munisa Aminovna Fiandini, Meli Mamajonov, Xoshimjon Abdumalikovich Mannapovna, Jabborova Onaxon Mukhamedov, Gafurdjan Israilovich Narimbetova, Zakiya A. Nematovna, Rakhmonova Zarifa Omonova, Nilufar Parda Qizi Omonova, Nilufar Pardaqizi Qizi, Sayitova Umida Hikmatillo Rahmonova, Muqaddas Qahramonovna Sadikovich, Kiyamov Nishon Sunnatova, Lola Muhiddinkizi