THE ROLE AND IMPORTANCE OF RECONCEPTUALIZATION IN UZBEKISTAN’S EDUCATION SYSTEM
This article explores the theoretical foundations of reconceptualization in the education system, its manifestations in Uzbekistan,
and its representation in international practices. The study analyzes the renewal of curricula, the redefinition of the teacher’s role,
the transformation of teaching methodologies, and the reform of assessment systems as key aspects of the reconceptualization
process. Furthermore, Uzbekistan’s experience is compared with practices in Finland, Singapore, and the United States, and
recommendations are proposed based on national educational contexts.
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