UZBEK TEACHERS' INTERNATIONAL PROJECT PARTICIPATION AND THEIR EFFECTS
Keywords:
Uzbekistan, teachers, international projects, professional development, educational collaboration, global education, teaching innovationAbstract
This article explores the participation of Uzbek teachers in international educational projects and evaluates the resulting impacts on their professional development, teaching methodologies, and the broader educational system. Through analysis of qualitative and quantitative data, including case studies and project reports, the article highlights how cross-border collaboration enhances pedagogical innovation, intercultural competence, and curriculum alignment with global standards. The findings indicate that involvement in international projects significantly improves teachers' confidence, access to resources, and openness to educational reforms, ultimately contributing to national education quality improvement.
References
1. Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher Education around the World: Changing Policies and Practices. Routledge.
2. European Commission. (2020). Erasmus+ Programme Guide. Retrieved from
3. OECD. (2018). Teaching for the Future: Effective Classroom Practices to Transform Education. OECD Publishing.
4. UNESCO. (2017). Global Education Monitoring Report: Accountability in Education – Meeting Our Commitments. Paris: UNESCO.
5. British Council Uzbekistan. (2021). English for Education Systems: Annual Report. Retrieved from
6. Fullan, M. (2007). The New Meaning of Educational Change. Teachers College Press.
7. Zhao, Y. (2010). Preparing Globally Competent Teachers: A New Imperative for Teacher Education. Journal of Teacher Education, 61(5), 422–431. https://doi.org/10.1177/0022487110375802
8. Ministry of Preschool and School Education of the Republic of Uzbekistan. (2023). National Strategy for Education Development 2030. Tashkent.
