HISTORY EDUCATION IN UZBEKISTAN AND JAPAN: LESSON QUALITY AND PATRIOTIC EDUCATION
Keywords:
Uzbekistan, Japan, school education, lesson quality, history teaching, national hero, patriotism, historical memory, lesson study, moral education.Abstract
This article offers a comparative-historical analysis of the legal, pedagogical and moral mechanisms shaping lesson quality in general secondary schools in Uzbekistan and Japan. The study draws on official policy documents, OECD PISA 2022 data, research on Japanese education, and content from an Uzbek history textbook. The comparison identifies national standards, curriculum, textbooks, teacher professional development and civic-moral education as interrelated components of instructional quality. PISA results are used only as system-level context, since they do not directly measure the quality of a particular history lesson. The article proposes a source-based model for teaching national heroes—Jalal al-Din Mangburni, Temur Malik, Najm al-Din Kubra, Mahmud Tarabi and Amir Temur—through historical evidence, period context, moral choice and critical reflection. It concludes that conscious patriotism is strengthened not by mythologising historical figures, but by developing evidence-based historical thinking and civic responsibility.
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