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Abstract
The success of implementing international experience in education policy largely depends on the ability to adapt it correctly to national conditions. Copying foreign models unchanged often fails to produce the expected results, because every education system has its own cultural, legal, economic, and administrative context. This article analyzes the theoretical foundations, main mechanisms, and success factors of adapting international experience to the national education system. Drawing on the theories of policy borrowing and recontextualization, it describes the stages of adaptation—needs identification, selection, localization, piloting, and institutionalization. Based on qualitative-comparative analysis, it identifies the factors affecting adaptation and typical mistakes, and develops practical recommendations for the education system of Uzbekistan. The findings are of practical significance for the effective management of education reforms.
References
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