The latest episode of Gazeta's specialized podcast series, "Education 360," has sparked a rigorous debate regarding the evolving role of teachers within the educational framework of Uzbekistan, addressing structural limitations and professional autonomy. The discussion featured educational analyst Komil Jalilov, teacher Shokir Tursun, and Abduvali Ismoilov, rector of the Abdulla Avloni National Institute of Pedagogical Excellence.

Panelists deliberated on the fundamental responsibilities of educators, contrasting the traditional model of knowledge transmission with the modern expectation of teachers acting as facilitators of critical thinking. Komil Jalilov pointed out that while pedagogical theory advocates for progressive approaches and active student engagement, the state-run educational regime severely restricts teachers' academic freedom. Instructors reportedly lack the autonomy to alter lesson plans, choose alternative materials, or deviate from rigid curricular schedules, a dynamic that allegedly leads to the atrophy of professional instructional design skills.

Shokir Tursun argued that an effective educator should perform three essential functions: instructional design, learning diagnosis, and fostering intrinsic motivation among students. However, he claimed that the current institutional framework stifles creativity by forcing teachers to strictly adhere to standardized textbooks and predetermined methodologies that fail to accommodate diverse student needs across the country.

Defending official policy, rector Abduvali Ismoilov cited findings from the 2024 TALIS international survey, which allegedly indicated that 95 percent of participating teachers are satisfied with their profession, pointing to improved salaries and working conditions. Nevertheless, independent commentators remained skeptical, suggesting that such high self-reported satisfaction rates merely reflect a relief from past systemic abuses, such as forced agricultural labor, rather than genuine contentment with the current quality of pedagogical autonomy.

Source: www.gazeta.uz