PEDAGOGICAL APPROACHES OF NEW EDUCATORS ON IMPROVING THE CONTENT OF PRIMARY EDUCATION AND THEIR INTEGRATION INTO MODERN PRIMARY EDUCATION PRACTICE

Abstract

The main gap lies in the weak conversion of Jadid educational ideas into workable methods for primary schooling. The study examined whether that heritage can be embedded in current classroom practice. A three-stage pedagogical experiment involved 60 pupils and combined a diagnostic pretest, a formative block of integrative lessons, and a control posttest. Instrument reliability was confirmed with Cronbach alpha at 0.82. In the experimental group, the starting score was 41.2 points, while the between-group difference at baseline remained non-significant at p=0.912. After the intervention, pupils showed clearer understanding of content, better recognition of historical-pedagogical links, and stronger performance on applied tasks. The findings indicate that Jadid didactic ideas can function as a practical resource for enriching primary curriculum content and for connecting historical educational thought with everyday teaching decisions in Uzbekistan.