BUILDING ACADEMIC CONFIDENCE THROUGH TUTORING: INSIGHTS FROM LEGAL EDUCATION IN UZBEKISTAN

Abstract

In Uzbekistan’s higher education system, law students often experience high levels of anxiety before exams due to the heavy workload, complex legal terminology, and the demand for practical application of theory. This article explores the role of tutoring as a pedagogical tool in strengthening the confidence of law students, focusing on practices within universities in Uzbekistan. Drawing on international approaches and local experiences, the paper examines how structured tutoring programs, individualized support, and peer-led initiatives can positively influence students’ preparation, reduce exam-related stress, and enhance their long-term academic performance. Recommendations are made to institutionalize tutoring frameworks within faculties of law, especially in the context of ongoing reforms in Uzbekistan’s legal education system.