The landscape of higher education (HE) is undergoing a significant transformation globally, shifting from traditional, lecture-based paradigms to learner-centered approaches that prioritize autonomy, active engagement, and critical thinking. This transition is underpinned by a growing consensus among educators that student-centered classrooms foster more effective learning environments. In Uzbekistan, this shift is particularly pronounced as the higher education system navigates a complex landscape of globalization and quality enhancement. Government initiatives, such as the introduction of the National Qualifications Framework (NQF), reflect a commitment to developing a flexible, outcome-based education system. However, the implementation of these reforms faces substantial challenges, including entrenched teacher-centered practices, insufficient digital infrastructure, and a lack of innovative assessment methods. Research indicates a critical need for educators to adapt their methodologies to cultivate independent, autonomous learners. This article aims to synthesize international research and domestic reforms in Uzbekistan, identifying barriers to the learner-centered approach and proposing strategies for effective implementation. Through a qualitative analysis of existing literature and policy frameworks, this study seeks to illuminate the multifaceted obstacles and opportunities that characterize the ongoing reform efforts in Uzbekistan’s higher education landscape.

The article examines the lexemes “soul”, “heart“ within the framework of the linguistic worldview from a linguocultural perspective. The research focuses on their semantic scope, conceptual load, and cultural-pragmatic functions through comparative analysis. Particular attention is given to how these notions are represented in national mentality, cognitive perception, and discourse in Uzbek and English.

The article analyzes the semantic dynamics of pedagogical terms based on a linguopragmatic approach, their expansion in the sociolinguistic context, speech-functional adaptation, and discursive transformation. The phenomenon of “pedagogical language contact” is explained through the interaction of language units, semantic shifts, and connotative changes in teacher and student speech, methodological texts, and scientific-pedagogical literature. The research results show that pedagogical terms are formed in the social environment under the influence of speech practice, social needs, and cultural transformation, and this process is directly related to linguopragmatic motivation and communicative necessity. A comparative analysis of pedagogical discourse in English and Uzbek reveals the semantic symmetry, equivalence level, pragmatic adaptation, and mechanisms of adaptation to the national education system of terms. The article’s findings emphasize the necessity of approaching pedagogical terminology from the perspectives of intercultural communication, translation, and sociopragmatic integration. This approach opens the way to study pedagogical discourse not only as a system of linguistic units but also as a field of social, cognitive, and cultural activity.

Drawing on J. Searle’s speech act theory in the Austinian tradition, this article argues that language use is never value-neutral: locutionary content, illocutionary force, and perlocutionary effect are each saturated with cultural values, ethical commitments, and social relations. Using a conceptual-analytic approach and an illustrative English mini-corpus, we operationalize “axiological load” across these three layers of linguistic practice. We propose a coding scheme for value-laden vocabulary, the conventional commitments associated with illocutionary types (assertives, directives, commissives, expressives, declarations), and socially consequential perlocutionary outcomes. Findings show that: (i) the locutionary layer transmits values through lexical appraisal, framing, and implicature; (ii) illocutionary acts embody rules that generate obligations, rights, or moral norms; and (iii) perlocutionary effects realize or contest norms in interaction. We integrate the analyses into a three-layer model linking semantic choices to normative force and social impact, and we outline theoretical and practical implications for axiolinguistics, discourse analysis, cross-cultural pragmatics, and translation.

This article presents a comparative-typological analysis of synonymic series of relative adjectives in Uzbek and Russian. The study examines the formation of synonymic units, their semantic components, and their functional usage. It was found that in Uzbek and Russian, synonymic series of relative adjectives are generally based on one or two semantic components. The expansion of synonymic series and their enrichment with new semantic shades are shown to enhance the expressive potential of the language system. The findings highlight the theoretical and practical significance of studying synonymic relations of relative adjectives.

This thesis is dedicated to the Sufi spirituality in Sufism. It analyzes the main characteristics of a Sufi, including divine love, asceticism, piety, contentment, humility, and annihilation (fana). It also examines the various states (huzn, shavq, haybat, uns, wajd) that a Sufi experiences in their spiritual journey. The aim of the article is to show the importance of the Sufi spirit in Sufism and to reveal the content of this concept.

This article analyzes the main problems encountered in translation between English and Uzbek languages, their causes, and possible solutions. Linguistic, cultural, lexical, syntactic, and stylistic difficulties are examined through examples. The importance of the translator’s intercultural and linguistic competence is emphasized.

In recent decades, the works of John Ronald Reuel Tolkien have had a profound impact on global literary culture, fostering increased interest in the fantasy genre and the exploration of the mythological roots of his creations. This article presents a comparative-typological analysis of mythological paradigms and cultural archetypes in Tolkien’s works, focusing primarily on the epic The Lord of the Rings. Various contemporary approaches to the concept of myth are discussed, along with the role of mythological motifs in shaping cultural and linguistic identities, exemplified by English and Uzbek languages. The importance of myth as a foundational model for understanding the world and as a creative process involving authorial reinterpretation of mythological narratives is emphasized.