Choriqulov Rustam Ibodullayevich 1
DOI: https://doi.org/10.5281/zenodo.17313880
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Zenodo community: https://zenodo.org/records/17313880
Nordic_press journal:
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
The article “The Approach of Higher Education in European Countries to the Organization of Independent Education” provides a comprehensive and in-depth analysis of the development, structure, and effectiveness of the credit-module system within the framework of European higher education. The author successfully explores how the implementation of the Bologna Process and the European Credit Transfer System (ECTS) have influenced independent learning, student mobility, and the overall modernization of education systems.
The strength of the article lies in its well-organized comparison between credit systems used in the United States, the United Kingdom, European countries, and Uzbekistan. This comparative analysis enables readers to clearly understand the evolution and adaptation of modular education across different educational contexts. The author’s discussion of the U.S. "Carnegie unit," the UK’s CATS model, and the ECTS-based Bologna framework demonstrates a strong command of international educational reforms and their philosophical foundations.
The methodological section is informative and logically structured, providing valuable insights into how the credit system supports independent learning. The paper also effectively integrates theoretical perspectives with practical implications for higher education reform, particularly regarding Uzbekistan’s transition to the credit-module system. The emphasis on self-directed learning, academic mobility, transparency, and outcome-based education reflects current global trends in educational innovation.
The discussion and conclusion sections are particularly notable for their analytical depth. The author rightly emphasizes that the successful implementation of foreign credit systems in Uzbekistan requires careful consideration of national and cultural characteristics. This balanced view enhances the scientific and practical value of the work. The conclusions are well-grounded and highlight the long-term benefits of adopting a credit-based education system while acknowledging potential challenges in adaptation.
In terms of academic contribution, the article enriches the discourse on educational reforms, especially within the post-Soviet and Central Asian context. It offers practical recommendations for higher education policymakers and educators striving to harmonize local traditions with global educational standards.
Minor recommendations for improvement include refining the language for greater clarity and consistency, and incorporating more empirical data (e.g., statistical comparisons or survey results) to strengthen the analytical foundation. However, the overall structure, argumentation, and relevance of the article meet high academic standards.
Conclusion:
This article represents a valuable scholarly contribution to the study of higher education reforms and independent learning methodologies. It can be confidently recommended for publication in academic journals focusing on education, pedagogy, and comparative education systems.
