THE CONTRIBUTION OF UNIVERSITIES TO THE FORMATION OF THE FUNDAMENTALS OF THE THIRD RENAISSANCE
In the modern world, the concept of the third Renaissance is attracting increasing attention and becoming the subject of discussion in academic circles, the business environment and government structures. This term describes a period of profound technological changes, economic transformations and sociocultural transformations that lead to a new stage in human history. The Third Renaissance represents an era where innovation and innovative ideas play a key role in shaping society, economy and culture. Universities are becoming indispensable and formative foundations of the third renaissance. They produce qualified specialists, conduct scientific research, initiate innovative projects and collaborate with industrial and government agencies. The Third Renaissance represents an era where innovation and innovative ideas play a key role in shaping society, the economy and culture. Universities are becoming indispensable and formative
foundations of the third renaissance. They produce qualified specialists, conduct scientific research, initiate innovative projects and cooperate with industrial and government agencies. The contribution of universities in creating the foundations for the third renaissance, analyzing their impact on innovation, economic development and socio-cultural transformations, as well as considering strategies and practices for successful adaptation of universities to the challenges of the modern world. Their educational function forms critical thinking and social activity, research activities contribute to the creation of new knowledge and technologies, and technology transfer and socio-cultural influence contribute to the commercialization and dissemination of innovations
Clark, B. R. (1998). Creating Entrepreneurial Universities: Organizational Pathways of Transformation. New York: Pergamon
Press.
Etzkowitz, H., Webster, A., Gebhardt, C., & Terra, B. R. C. (2000). The Future of the University and the University of the Future:
Evolution of Ivory Tower to Entrepreneurial Paradigm. Research Policy, 29(2), 313-330.
Marginson, S. (2013). The Impossibility of Capitalist Markets in Higher Education. Journal of Education Policy, 28(3), 353-370.
Shattock, M. (2014). Entrepreneurialism in Universities and the Knowledge Economy: Diversification and Organizational Change
in European Higher Education. In D. F. Westerheijden, J. L. M. M. Leisyte, J. Huisman, & M. Vught (Eds.), Changing
Governance in Higher Education: Volume 33 (pp. 231-253). Springer Netherlands.
Zemsky, R., Shaman, S., & Rumbley, L. E. (2003). Globalization and the Market for Higher Education: A Comparison of the
United States and the European Union. Higher Education, 45(4), 395-409.
UNESCO Institute for Statistics. (2022). Global Education Data. Retrieved from https://data.uis.unesco.org/
Organisation for Economic Co-operation and Development (OECD). (2022). Education at a Glance: OECD Indicators. Retrieved
from https://www.oecd-ilibrary.org/education/education-at-a-glance_19991487
Вахобова М.А O’zbekistonda ta’limni isloh qilish va rivojlanishning tendensiyalari Журнал “ҚарДУ хабарлари”
Vakhobova M.A Structural reforms in Uzbekistan: supporting future-oriented learning and teaching
ISROILJONOVA, D. (2024). BELBOG ‘LI KURASHCHILARNING OG ‘IR ATLETIKA MASHQLARI YORDAMIDA KUCH CHIDAMKORLIK SIFATLARINI TAKOMILASHTIRISH. News of the NUUz, 1(1.7. 1), 104-107.
Shohruhbek, Y. L. (2024). IOT TARMOQLARINING TURLARI, ULARNING UMUMIY KO ‘RINISH VA FOYDALANISH HOLATLARI. News of the NUUz, 1(1.7. 1), 108-110.
КАДИРАДЖИЕВА, Л. (2024). NIKOHLARNING AYRILISHI: ZAMONAVIY SOTSIOLOGIYA KONTEKSTINDAGI OMILLAR, JARAYONLAR VA OQIBATLARNI TAHLILI. News of the NUUz, 1(1.7. 1), 11-113.
.jpg)
1.png)
