TALABALARNI KONSTRUKTIV FAOLIYATGA TAYYORLASHDA UCH O‘LCHAMLI GRAFIK MODELLARDAN FOYDALANISH
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This article presents a comparative analysis of international, CIS, and local researchers' contributions to the problem of using three-dimensional graphic models in developing students' constructive activity skills. Drawing on Uttal et al.'s meta-analysis of spatial skill training (2013), Yakimanskaya’s foundational work on spatial thinking in Soviet pedagogy (1980), and contemporary Uzbek scholarship on innovative teaching methods, the study identifies key convergences and divergences in theoretical frameworks and practical approaches. The analysis reveals that while international research emphasises cognitive mechanisms of 3D visualisation, CIS scholarship foregrounds the developmental dimension of spatial thinking, and local studies increasingly address the integration of digital tools within national educational standards. The article argues that a synthesised approach drawing on all three traditions offers the most productive basis for curriculum innovation in engineering graphics at Uzbek universities.
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