Oriental Journal of Education

EFFICIENCY ОF USING DRIVERLESS GRОUND VEHICLES

Muhаmmаdbоbur Muminоv — Sun, 12 Jul 2026 00:00:00 +0000

This scientific аrticle аnаlyzes the effectiveness оf using unmаnned grоund vehicles in cоmbаt cоnditiоns. The study eхаmines the аbility оf tо аccelerаte militаry lоgistics рrоcesses, deliver suррlies tо dаngerоus аreаs withоut humаn invоlvement, аnd ensure cоntinuity оf suррly chаins. The integrаtiоn оf systems with bаsic lоgisticаl рlаtfоrms is аlsо scientificаlly discussed. The results indicаte thаt unmаnned grоund vehicles reрresent а key innоvаtive directiоn in mоdern militаry lоgistics.

TASHKENT FAIRS IN THE LATE 19TH – EARLY 20TH CENTURIES: FACTORS OF ECONOMIC EXCHANGE, CULTURAL INTEGRATION, AND COLONIAL MODERNIZATION

Vohid Rajabov — Sun, 12 Jul 2026 00:00:00 +0000

This study examines the role of the Tashkent fairs in the socio-economic and cultural life of the Turkestan region during the late nineteenth and early twentieth centuries. The fairs are analyzed not only as centers of commercial exchange but also as important social spaces where intercultural communication, theatrical and circus performances, folk entertainments, and craft exhibitions took place. Special attention is paid to the impact of the Russian Empire’s economic policy on processes of regional integration, urbanization, and modernization. The results demonstrate that the Tashkent fairs functioned as a multifunctional historical institution combining economic exchange with cultural transformation.

INCREASING STUDENTS’ MOTIVATION THROUGH THE USE OF GAMIFIED ELECTRONIC LEARNING RESOURCES IN MATHEMATICS LESSONS

Shahnoza Sultanova — Mon, 10 Aug 2026 00:00:00 +0000

A decline in student engagement and a weak response to classroom tasks remain a pressing issue for digital didactics in mathematics. The study aimed to determine how gamified electronic educational resources affect students’ motivation. The work followed a three-stage pedagogical experiment: a baseline pretest, a formative intervention, and a control posttest. A total of N=60 students participated, split evenly into an experimental group and a control group with n=30 in each. The internal consistency of the measurement tool was confirmed by Cronbach α = 0.78. To assess between-group differences and the direction of change, t-test and Cohen d were applied, while the strength of association was expressed with r=0.61. After the formative stage, motivational indicators in the experimental group were reliably higher than in the control group; the differences reached statistical significance at p<0.05 and p<0.01. In particular, voluntary task initiation, active responses during the lesson, and the drive for the final rating all increased noticeably. The findings show that gamified electronic resources activate mathematics lessons, support learners’ inner drive, and help teachers design individualized encouragement mechanisms. The study proposes a practical model that combines didactic design, digital learning environment, and motivational monitoring. In the next phase, it is advisable to assess the adaptability level of resources across different grade levels.