INTEGRATION OF SANOGENIC THINKING AND “SOFT SKILLS” IN NATIVE LANGUAGE TEACHING
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This article explores the theoretical foundations and practical outcomes of integrating elements of sanogenic thinking and soft skills into native language teaching. An experiment was conducted with the participation of 32 students from groups 4-21 of the Pedagogical Department of the Shahrisabz State Institute. The findings indicate that incorporating sanogenic thinking and soft skills into the learning process not only improves academic performance but also enhances students’ personal, social, and emotional development.
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