Current Research Journal of Pedagogics

Psychological Capital As A Foundational Resource For Teacher Work Engagement, Well-Being, And Creative Performance: An Integrative Theoretical And Empirical Synthesis

Dr. Alejandro Martín-Ríos — 2026-02-01

Work engagement among teachers has emerged as one of the most critical constructs in contemporary educational psychology, organizational behavior, and human resource development research. Increasingly complex educational environments, intensified job demands, and heightened societal expectations have amplified concerns regarding teacher burnout, disengagement, reduced creativity, and declining workplace well-being. In response, scholars have turned their attention toward positive psychological resources that enable educators to thrive despite such challenges. Among these resources, psychological capital has gained substantial prominence due to its theoretical grounding in positive organizational behavior and its demonstrated predictive power for a wide range of desirable work-related outcomes. Psychological capital, typically conceptualized as a higher-order construct comprising self-efficacy, hope, optimism, and resilience, represents a malleable and developable asset that shapes how individuals perceive, interpret, and respond to their work environments.

The present article offers a comprehensive, integrative, and theoretically expansive examination of the role of psychological capital in shaping teacher work engagement, well-being, creativity, and burnout. Drawing strictly on the existing body of peer-reviewed research provided in the reference list, this study synthesizes findings across educational and organizational contexts, with particular emphasis on teachers at various educational levels. By weaving together insights from the job demands–resources model, positive organizational behavior theory, person–organization fit theory, and core self-evaluation theory, the article develops a coherent framework that positions psychological capital as a central psychological mechanism linking individual dispositions, organizational conditions, and work outcomes.

Methodologically, the article adopts a conceptual-analytical approach, relying on descriptive and interpretive analysis of empirical findings reported in prior studies. The results section synthesizes consistent patterns observed across the literature, demonstrating that psychological capital is positively associated with work engagement, job satisfaction, workplace well-being, creative teaching, and professional identity, while negatively associated with burnout, work stress, turnover intention, and work–family conflict. Furthermore, the discussion highlights the mediating and moderating roles of psychological capital in complex relational models involving leadership, perceived organizational support, mindfulness, meaningful work, feedback, and collective teacher culture.

The article concludes by articulating the theoretical, practical, and policy implications of positioning psychological capital as a strategic lever for sustaining teacher engagement and effectiveness. Limitations of the existing literature and directions for future research are also discussed, emphasizing the need for longitudinal, cross-cultural, and intervention-based studies. Overall, this work contributes an in-depth, publication-ready synthesis that advances understanding of how psychological capital functions as a foundational resource in the contemporary teaching profession.

Methods Of Moral And Ethical Education By Mentors To Disciples During The Eastern Renaissance

Raxmanova Nigora Xusanboyevna — 2026-02-09

This study critically examines the pedagogical approaches and ethical instruction mechanisms employed by mentors during the Eastern Renaissance, highlighting the profound role of the master-disciple relationship in the cultivation of intellectual, moral, and spiritual capacities among learners. Drawing upon a comprehensive review of historical manuscripts, philosophical treatises, and contemporary scholarly interpretations, the research elucidates the systematic methods through which moral virtues, ethical reasoning, and spiritual awareness were instilled within traditional Eastern educational frameworks.

Methodology For Developing Speech And Creative Thinking In Primary School Pupils Through Text-Based Work In An Innovative Learning Environment

Ahmedova Mastura Jamoliddinovna — 2026-02-09

The article examines the development of speech competencies—particularly coherent speech—among primary school pupils in an innovative learning environment, as well as the formation of independent and creative thinking through text-based work. As the methodological basis of the study, the didactic potential of working with texts (reading with comprehension, retelling and selective retelling, outlining, and creative text transformation) is systematized, and ways to strengthen pupils’ reasoning skills through problem-based questions and creative tasks—based on the “idea–evidence–conclusion” chain—are substantiated. The article also interprets staged lesson organization (engagement–comprehension–analysis–creative product–reflection) and criteria-based assessment (comprehension, coherent speech, argumentation, creative solution) as effective tools for identifying pupils’ developmental dynamics. The findings provide practical recommendations for primary school teachers on organizing text work in mother tongue and reading literacy lessons using innovative methods, engaging pupils in active participation, and assessing outcomes based on clear criteria.

Modern Methods And Tasks That Develop 21st-Century Skills In Mother-Tongue Lessons In Primary Education

Goyibnazarova Nargiza Rakhimjonovna — 2026-02-08

This article examines modern methods and tasks aimed at developing 21st-century skills in primary school students during mother-tongue lessons. It describes innovative instructional approaches as well as effective ways to apply these methods and tasks in the process of teaching the mother tongue.

The Importance Of The School Principal’s Communicative Strategies In The Communication System

Umarova Nilufar Khasanovna — 2026-02-09

This article examines the importance of the school principal’s communicative strategies within the school communication system as an approach to organizing effective communication in the processes of communication, communication barriers, and external, internal, horizontal, vertical, diagonal, formal, and informal communications.

Developing Primary School Pupils’ Grammatical Skills Through Electronic Exercises

Turakulova Lola Xamidjanovna — 2026-02-09

The rapid expansion of digital learning environments has intensified interest in how electronic exercises can support the development of grammatical skills in primary school pupils. Grammar at the early stage is not simply a set of rules to memorize; it is a resource for meaning-making that pupils gradually learn to notice, manipulate, and apply in speech and writing. This article examines how electronic exercises—interactive tasks delivered through learning platforms, mobile applications, and classroom technologies—can strengthen grammatical competence when aligned with age-related cognitive characteristics and evidence-based learning principles. Using an integrative analysis of foundational research on grammar pedagogy, multimedia learning, formative feedback, and practice effects, the paper proposes a coherent methodological approach for designing and integrating electronic grammar exercises into primary instruction. The analysis highlights that effective e-exercises combine meaningful contexts with focused attention to form, manage cognitive load through well-designed multimodal supports, provide timely formative feedback, and distribute practice over time to support retention and transfer. The paper also discusses teacher mediation, equity, and assessment considerations, arguing that electronic exercises are most effective when they serve as structured practice and feedback systems within a broader communicative and text-based curriculum rather than as isolated drill.

Pedagogical Opportunities Of Using Gamification Technologies In The Formation And Development Of Professional Competence Of Future Preschool Educators

Xaydarova Namunaxon Adhamjonovna — 2026-02-07

This article examines the pedagogical opportunities of using gamification technologies in the formation and development of professional competence among future preschool educators. It is theoretically substantiated that integrating game-design elements (points, rankings, staged progression, rewards, “missions,” and “challenges”) into the learning process strengthens learners’ intrinsic motivation, increases active engagement, and supports the development of practice-oriented competencies. The study highlights the role of gamification in fostering key components of a preschool educator’s professional competence, including methodological, communicative, reflective, innovative, and socio-psychological dimensions. Particular attention is given to modeling professional situations, organizing rapid feedback, and integrating reflective mechanisms as factors that enhance learning effectiveness. The findings may contribute to improving competency-based training within the preschool teacher education system.

Pedagogical Communication In The Context Of Reforms In The Education System

Rozimatova Maxpuza Xolmuxamedovna — 2026-02-09

The article is devoted to analyzing the concept of pedagogical communication and examining its role and significance in the processes of teaching and upbringing. The main functions of pedagogical communication are considered, and the problems and difficulties that arise in the course of implementing these functions are explored. Key approaches that reflect the scholarly and theoretical interpretation of views on the concept of “pedagogical communication” are identified. The principal conditions, factors, means, styles, and forms that ensure the successful organization of pedagogical communication by the teacher are determined.

The Theoretical And Methodological Foundations Of Technological Education In Higher Education Institutions And Its Study In Scientific Research

Ergasheva Umida Oripovna — 2026-02-09

This article analyzes the theoretical and methodological foundations of technological education in higher education institutions, its role and importance in the modern education system. The content, goals and objectives of technological education, as well as the methodological aspects of competency-based, system-activity, integrative and innovative approaches are revealed. Based on the analysis of scientific research devoted to technological education, development trends, problems and prospects of this field are identified.

Gamification’s Role In Fostering Cognitive Flexibility And Innovation

Kamalova Gulzada Zakirovna — 2026-02-08

Low motivation and engagement remain major challenges in web-based language education for high school students. This study presents a gamification-based web platform designed to enhance motivation, engagement, and learning effectiveness among learners aged 15–17. The platform integrates points, levels, badges, leaderboards, and scenario-based quests into language learning activities. A conceptual design with demonstrational implementation was developed to support vocabulary and grammar practice. Initial interaction metrics indicate increased learner activity, reduced error rates, and improved motivation compared to non-gamified learning approaches. The proposed platform demonstrates the potential of gamification as an effective strategy for improving language learning outcomes in digital educational environments.

Pedagogical Foundations For Forming Research Competence In Pre-Service Computer Science Teachers In A Digital Learning Environment

Axatqulov Anvar Almasovich — 2026-02-09

Preparing pre-service computer science (CS) teachers for contemporary schooling requires more than mastery of programming and didactics; it also demands research competence that enables future teachers to diagnose learning needs, evaluate digital tools, interpret educational data, and improve instruction through evidence-informed inquiry. This article develops a pedagogically grounded framework for forming research competence in pre-service CS teachers within a digital learning environment. Drawing on the teacher-as-researcher tradition, pedagogical content knowledge, technology integration models, and inquiry-oriented learning theory, the paper conceptualizes research competence as an integrated construct that unites epistemic understanding of research, methodological skills, digital-data literacy, ethical responsibility, and reflective professional judgment. The digital learning environment is considered not merely as a set of technologies but as a didactic ecosystem that amplifies authentic inquiry through access to open resources, collaboration networks, analytics, virtual laboratories, and reproducible workflows. Methodologically, the study follows an integrative conceptual approach that synthesizes peer-reviewed scholarship and international competence frameworks to derive design principles and pedagogical conditions for teacher education programs. The results include a coherent model of pedagogical foundations that links learning outcomes, learning activities, mentorship patterns, and assessment logic, and it identifies how scaffolding, community presence, and research–teaching integration can be operationalized through digital platforms. The discussion highlights implementation risks, including superficial tool use, unequal access, and ethical challenges, and proposes mitigation through curriculum alignment, staged inquiry, and transparent assessment criteria. The article concludes that sustainable formation of research competence depends on a program-level design in which digital affordances are intentionally matched to inquiry cycles, professional identity development, and the epistemic culture of computer science education.

Overcoming Reading Challenges Among A1-Level Learners Through Interactive Technologies

Maftuna Toshtanova Xamidjon qizi — 2026-02-07

This article examines the main reading challenges faced by A1-level learners and explores effective ways of overcoming these difficulties through the use of interactive technologies. At the beginner level, learners often experience problems related to limited vocabulary, slow reading speed, low motivation, and insufficient comprehension skills. The study highlights the pedagogical potential of interactive technologies in addressing these challenges by creating engaging, learner-centered, and supportive learning environments. Interactive tools such as multimedia materials, digital reading tasks, gamified activities, and audio-assisted texts contribute to improving learners’ reading comprehension, motivation, and overall reading performance. The article emphasizes that the systematic integration of interactive technologies into reading instruction significantly enhances the effectiveness of teaching reading skills at the A1 level.

Professional Skills Of A Teacher In Teaching Chemistry

Usmanova Nargiza Kudiratullaevna — 2026-02-09

This article is devoted to the study of issues related to the development of a teacher’s professional skills in teaching chemistry. The purpose of the research is to identify ways to form the professional competencies of chemistry teachers and to organize their pedagogical activities effectively using modern methods. The research methods include analysis of scientific literature, pedagogical observation, and surveys. The results show that the professional competence of a modern teacher is directly related to the application of interactive and innovative methods in chemistry lessons, encouragement of students’ independent activities, and integration of advanced technologies into the educational process. In conclusion, it is emphasized that continuous support for teachers’ professional development and the improvement of professional training systems play a crucial role in effective chemistry teaching.

Methodology Of Experimental Testing Of The Effectiveness Of The Methodology For Developing Critical Thinking Of Philology Students On The Basis Of National Literature

Eraliyeva Dilnoza Oybek qizi — 2026-02-09

This article examines the comprehensive methodology employed in the experimental testing of an innovative pedagogical approach designed to develop critical thinking skills among philology students through engagement with national literature. The research presents a detailed framework for assessing the effectiveness of teaching methodologies that integrate literary analysis with critical thinking development. The study outlines the experimental design, participant selection criteria, assessment instruments, data collection procedures, and analytical methods used to evaluate the proposed methodology. Special attention is given to the integration of national literary works as foundational texts for fostering analytical reasoning, interpretive skills, and evaluative judgment. The article discusses both quantitative and qualitative approaches to measuring cognitive development, including pre-test and post-test comparisons, control and experimental group analyses, and longitudinal tracking of critical thinking competencies.