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Abstract
The paper examines the reorganization of Uzbekistan’s education system under wartime conditions from 1941 to 1945 using historical-comparative and problem-chronological methods. It focuses on teacher shortages, insufficient school premises and learning materials, the integration of evacuated children and academic institutions, and the adaptation of curricula to home-front needs. The findings show that multi-shift schooling, short-term teacher training, staff redeployment, and the expansion of vocational education functioned as emergency adaptation mechanisms rather than as a long-term reform. These measures preserved educational continuity but did not fully resolve problems of quality, attendance, and regional inequality.
References
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