TEACHING METHODOLOGIES IN UZBEKISTAN AND GERMANY: COMPARATIVE ANALYSIS FOR SCHOOL EDUCATION
Keywords:
Teaching methodologies, Uzbekistan education system, Germany education system, comparative education, school education, teacher-centered learning, student-centered learning, constructivism, behaviorism, competency-based education, classroom interaction, critical thinking, practical skills, theoretical knowledge, active learning, group work, problem-based learning, educational reform, hybrid teaching model, pedagogy, curriculum development, student engagement, learning outcomes.Abstract
This study provides a comprehensive comparative analysis of teaching methodologies in Uzbekistan and Germany within the framework of school education. Drawing on pedagogical theories, classroom practices, and international research, the paper explores how different instructional models influence student development. The research goes beyond surface-level comparison by critically evaluating the philosophical foundations, methodological structures, and practical implications of both systems. The findings suggest that Uzbekistan’s education system ensures strong academic discipline and theoretical grounding, while Germany’s model fosters autonomy, critical thinking, and applied competence. The study argues that an integrative pedagogical model combining structured instruction with student-centered learning would significantly enhance educational outcomes.
