Kredit-modul Tizimida Muammoli Ta’lim Va Keys-metodning Talabalar Refleksiv Faolligiga Ta’siri: Metodologiya, Empirik Tahlil Va Strategik Yondashuvlar
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The credit-module system (ECTS) being introduced in higher educational institutions of the Republic of Uzbekistan, based on the principles of the Bologna Process, is transforming students' independent learning activity (heutagogy) into the central axis of education. This article provides a deep scientific-theoretical and empirical study of the impact of interactive technologies, namely Problem- Based Learning (PBL) and the case method (Case-study), on the reflexive activity (self-awareness, cognitive analysis, and metacognition) of students in the context of the credit-module system. The research methodology is based on the reflective cycle theories of J. Dewey, D. Schön, D. Kolb, and G. Gibbs, as well as the PBL model of Maastricht University. Statistical results obtained through a quasi- experimental research design (N=120) using Student's t-test show that the reflexive activity index of students in the experimental groups increased by a statistically significant 38.4% (p < 0.01) compared to the traditional groups. The article analyzes the pedagogical and institutional barriers to implementing these methods and develops strategic proposals at the macro, meso, and micro levels for using formative assessment, reflective journals, and portfolio systems.
Author: GULNOZA SALIM QIZI SATTAROVA
Institution: Gulistan State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204177123