Online Education in Uzbekistan: Enhancing Critical Thinking and

Transformation

Turdieva Roza Sultanmuratovna and Razzakova Gulchehra Rustamovna

Tashkent State University of the Uzbek Language and Literature, Tashkent, Uzbekistan

Keywords: Transformative Learning, Critical Thinking, Online Education, Innovative Technologies.

Abstract: The term "transformative learning" signifies the expansion of one's awareness following a shift in fundamental

worldview and specific capabilities. Online education offers a platform for cultivating various skills, with

critical thinking being just one of them. This essay explores the essence of critical thinking, addressing the

challenges of fostering it in the realm of online education and proposing potential solutions. Additionally, the

significance of transformative learning in Uzbek higher education institutions is highlighted. The focus is on

how this process contributes to an individual's overall development, acknowledging that critical thinking is a

pivotal aspect among the manifold abilities attainable through online education.

1 INTRODUCTION

When it comes to learning, the majority of people

associate it with formal education in settings such as

schools, colleges, and universities. Formal learning

settings are those in which students are expected to

get an education of the highest quality. They think

that education may help individuals improve their

performance and ability, allowing them to find a

better job that is also more meaningful, while also

allowing them to make more money in the profession

that they choose. On the other hand, lifelong learning

refers to learning throughout one's whole life,

beginning before birth and continuing beyond death.

Education is simply one of many possible techniques

of learning, since there are many other ways to

increase one's knowledge and acquire practical skills

during the course of one's life. Learners throughout

their lives are motivated to learn new things and

develop themselves because they desire to. It signifies

an effort that is both conscious and purposeful on the

part of individuals. People choose to develop

themselves and further their education because they

believe it will make them more aware of the world

around them and provide them with more and better

opportunities to improve their level of life. Last but

not least, it helps one grow farther in their chosen

field. The idea of continuous education throughout

one's life is intertwined and interdependent with a

number of other concepts, including learning

organization, learning society, permanent education,

recurrent education, ongoing education, and

continuing education.

The ability of learners to critically reflect on their

own learning via the use of personal experience,

suggestions, assertions, sentiments, and mental

imaginations for the purposes of production and

interpretation evaluation is essential to transformative

learning. Learning that is transformative causes the

learner to undergo personal transformation as a result.

Jack Mezirow, an American sociologist, is the person

credited as the originator, developer, and pioneer of

"transformative learning." The foundation of the

transformational learning technique is a step-by-step

shift in one's frame of reference, or worldview. The

goals of learning might be in the form of tangible,

short- or long-term points that are materially focused.

In his essay titled "Transformative learning: theory to

practice," Mezirow compares the process of learning

to achieving goals such as getting a driver's license or

advancing in one's job. On the other hand, the

sociologist believes that the ultimate purpose of

education is to teach students how to think for

themselves. In addition, it is not the job of a teacher

who works with people to assist those students in

achieving their short-term objectives; rather, it is the

teacher's responsibility to assist those students in

developing their critical thinking skills.

Due to the rapidity with which social conditions

are changing, educational institutions are under

continual obligation to assist students in the

1070

Sultanmuratovna, T. and Rustamovna, R.

Online Education in Uzbekistan: Enhancing Critical Thinking and Transformation.

DOI: 10.5220/0012952300003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1070-1074

ISBN: 978-989-758-723-8

development of critical thinking abilities as well as

other talents that will enhance their adaptation to

shifting environments throughout their careers. The

premise also argues that in order for teachers to

properly educate their pupils, they need to be able to

adapt to changing circumstances themselves.

Updating teaching strategies, as seen by the use of

cutting-edge technology in the classroom, is often

regarded as unequivocal evidence that a teacher has

effectively adjusted to a new kind of educational

setting. To make effective use of today's technology

in the classroom, educators need to be equipped not

just with the relevant technical abilities, but also with

subject-matter expertise and an awareness of best

teaching practices. To put it another way, this concept

is referred to as "technology pedagogical content

knowledge," and its paradigm is referred to as the

"TPCK model." Teachers are more ready to

experiment with technology in the classroom because

they are more receptive to the idea of class reform and

view their educational role as one that contributes to

the development of a knowledge society.

Critical thinking and the use of technology are

becoming more important in today's globally

connected educational environment. The goal of

motivating students to acquire critical thinking skills

is to push them to attain critical ideals, a sense of

creativity, and the need for cognitive thinking.

Teachers do this through encouraging students to

develop critical thinking abilities. Students are taught

to use the critical thinking technique, which

encourages them to connect their thoughts and ideas

with real elements that are pertinent to the context in

which they are being considered. As a consequence

of this, children will acquire the skills necessary to

think critically, react, and discover solutions by

taking into consideration the things that are in their

immediate environment. Meanwhile, advances in

technology are generally seen as positive additions to

the classrooms of today.

Learners' productivity, particularly the growth of

analytical reasoning abilities, should be enhanced

through the use of technology in higher education,

such as online education. Students may be given a

better chance to cultivate their interests and learn

more by combining critical thinking with web-based

activities like asynchronous online chat. This fact,

however, makes it challenging for educators to

introduce critical thinking skills and coordinate their

implementation in e-learning at the same time. This

case study discusses the potential of online or digital

learning platforms to foster analytical reasoning in

higher education students. The study's goal is to

examine the value of critical thinking concepts in a

digital classroom, identify potential stumbling blocks

that teachers could face, and provide a variety of

strategies for overcoming these difficulties.

2 LITERATURE REVIEW

The phrase "critical thinking" has come to be

commonly used to describe this kind of "cognitive"

thinking. Critical thinking is defined in a variety of

ways by various academics. Critical thinking, as

defined by Scriven and Paul, is "the systematic

mental process of conceiving, implementing,

analysing, digesting, and evaluating knowledge

received via observation, experience, judgment,

debate, or information exchange in order to

comprehend and react." This definition suggests that

critical thinking is a multifaceted and flexible

procedure for understanding, interpreting, and

assessing particular information in a range of contexts

- Tathahira, T. (2020).

When it comes to career success, critical thinking is

more than just a mindset; it's a skill that's increasingly

in demand. Chartrand, Ishikawa, and Flanigan ranked

critical thinking as a more crucial ability required for

future relevant job experience than creativity and

information and technology knowledge. From the

above, it is evident that critical thinking is associated

with cognitive capacity and the process of higher-

level thinking, both of which are essential in the

workplace. That's why it's so important for kids to

have classroom experience with critical thinking

before joining the profession.

Mezirow's theory of transformative learning

draws on the work of other philosophers like Kuhn

and Habermas for its ideas and methods. Mezirow

drew on the work of other philosophers to discuss

concepts like "disorienting dilemmas," "frames of

reference," "meaning perspectives and schemes,"

"perspective modification," "habits of mind," and

"critical self-reflection." A broad definition of

transformational learning theory is an approach to

education that emphasizes a sea change in the values,

attitudes, and worldviews of adult students. This

change in perspective has far-reaching effects on how

one thinks and what one does in the world. Therefore,

this change calls for higher-quality critical reflection

and cognition to construct alternative meaning-

making frameworks. In this process of

transformation, meaning structures can only be

changed by the use of critical thinking and reflection

on context, content, method, or propositions. Shifting

one's frame of reference may lead to new insights and

new ways of thinking about the world, including new

Online Education in Uzbekistan: Enhancing Critical Thinking and Transformation

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ideas, attitudes, ethical beliefs and values, cultural

meanings and understandings, and abstract and

aesthetic ideals.

3 ANALYSIS

3.1 Challenges of Critical Thinking

Promotion in Online Education

The rapid development of new technology and the

emergence of pandemic conditions have increased the

importance of online learning in today's educational

setting. Internet-based exercises may help students

improve their critical thinking abilities. Online

courses often include instructor-student dialogue,

which is meant to stimulate students' awareness as

they understand online processes, evaluate material,

and arrive at conclusions. Competent students and

lifelong learners will have developed the habit of

critical thinking, which will help them make sense of

the material they find online, assess its credibility,

and integrate it into their learning processes. The

focus of these exercises is the application of critical

thinking and self-reflection. The goal of any online

course should be to promote critical thinking to

disseminate information and foster collaborative

discussions.

It is also argued that the cognitive part of the mind

may be more easily acclimated to remote education.

Teachers also need to exercise caution when choosing

online content for use in distance learning. Due to its

widespread practical applicability, critical thinking

has flourished in various online contexts, such as chat

rooms, message boards, and email. Teachers have

found success using online discussion forums to train

and develop deeper, more analytical learning among

their students in part because of the emphasis placed

on debate and the exchange of ideas. Numerous

studies have shown that students' use of the internet

has a favorable effect on their academic performance.

Studying online has the potential to enhance students'

understanding and application of critical thinking

principles.

Despite the many benefits, educators, especially

teachers, often struggle to find effective ways to

integrate critical thinking into online learning.

Several challenges, spanning several dimensions

(social, cultural, theoretical, practical,

methodological, and technical), are presented in

relation to the implementation of critical thinking

through online learning. The sociocultural context is

the starting point for any discussion of critical

thinking.

Since Western-oriented critical thinking is

different from the Oriental academic system and

culture, Asian students like Japanese and Chinese

ones were unable to communicate the idea of critical

thinking in their writing course in English. This study

was conducted by Stapleton back in 2001. The lack

of opportunities for students to practice critical

thinking is not merely a problem of culture. In social

practice, critical thinking remains a complex topic.

While critical thinking is a novel approach to problem

solving, it shouldn't excite pupils with the promise of

a world they've never seen before, illuminated by

their unique passions and the empirical tools they've

been given to examine it.

The second crucial factor, though, is how teachers

may choose a topic that's appropriate for their

students' level of critical thinking and their ability to

grasp it. The ability to recognize recurring themes is

seen as essential for the advancement of rationality as

a skill that demonstrates critical thinking habits. A

lack of critical analysis was obvious in the essay

topics that Japanese ESL college students selected, as

shown in research by Stapleton. Therefore, teachers

need to pay particular attention to situating

themselves in terms of the socio-cultural values

developed in promoting critical thinking in different

situations.

Teachers and professors in higher education need

to develop and choose effective strategies and

methods for fostering critical thinking via online

discussion and debate. With the explosion in

popularity of online education in recent years,

teachers have been compelled to find the most

effective ways to organize their courses for students.

It's clear that some teachers are still getting the hang

of how to use the latest educational technologies. It

seems that some educators lack the background

necessary to determine and implement the most

effective strategies for fostering critical thinking via

the use of online activities. The situation becomes

more complicated as a direct result of the widespread

use of online higher education courses and the

attendant rise in importance placed on critical

thinking. Traditional barriers to developing critical

thinking have been exacerbated by a general lack of

faculty familiarity with excellent online teaching

practices. In a nutshell, we are now experiencing the

inherent characteristics of technological pre-

eminence. Students who have only ever learned in a

traditional classroom environment with a focus on the

instructor's instruction may need more time to

acclimate to the more independent nature of remote

learning.

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3.2 Potential Strategies to Overcome

the Challenges

Educators have the option to choose from a variety of

strategies proven effective in overcoming barriers to

critical thinking in online courses. Potential

approaches to the teaching and learning process

include the one selected, as well as the scientific and

conceptual approaches employed by lecturers in

online seminars. E-learning rests on four main

pedagogical pillars: course material, teaching

methods, practice patterns, and student evaluations.

Teachers are tasked with helping their students

become better critical thinkers by incorporating

critical thinking ideas into the coursework they teach.

The assignment may influence students' critical

attitudes and retention of information gained from the

reading. Additionally, creating new online activities

is a certain way to pique students' interest in any

digital classroom. Students' development, familiarity

with digital learning, and degree of engagement all

play a role in how well internet-based resources foster

critical thinking in the context of higher education.

Online learning activities should be designed with

teachers as instructors in mind. According to this

body of research, teachers should play the role of

facilitator when working with students in an online

environment. This includes, but is not limited to,

outlining course material, keeping discussions on

track, introducing students to contrasting points of

view, guiding them through the platform, and

encouraging appropriate behavior. The presence of

educators is crucial to establishing the seriousness of

the discussion. If instructors have the capacity,

integrity, and inspiration to discriminate among the

dialogue that is necessary to be generated by

divergence and provide additional clarity to learners'

opinions, students will try to articulate and verbalize

their judgments. In light of that proclamation,

teachers are obligated to deliver necessary training

and materials through double communication

amongst pupils even if they themselves are absent

from the learning assembly. Having the teacher

actively participate in directing the discussion is

crucial for inspiring pupils to use higher-order

thinking skills. A teacher-led discussion on a web-

based learning platform or online forum is a great

technique to promote critical thinking among

students, at least in theory. As a result, there is

widespread agreement that well-crafted discussion

questions are essential for developing advanced

levels of critical thinking. Teachers should also

effectively model and provide time for students to

reflect on and evaluate their thinking as they read,

synthesize the material they've covered, and

contribute to a variety of group conversations.

Additionally, both student-teacher and student-

student online cooperation should go well. Offering

group assignments to students as part of an online

community has been shown to be effective. The use

of critical thinking skills in a group setting is an

excellent approach to developing such skills. Peer

feedback activities enhance students' ability to think

critically because students must plan out and

anticipate their peers' responses. This assertion makes

sense, as students will be able to relax, learn to value

and incorporate the perspectives of their peers, and

engage in open and fruitful dialogue about and debate

over a variety of topics during group and peer

activities, as well as question and challenge the ideas

and beliefs of others. In order to encourage active

learning, educators might design engaging projects.

Students in an online course may be capable of

actively developing their skills and getting a fresh

perspective on the world through a guided project.

However, in virtual classrooms, the success of

these strategies relies on the knowledge, care,

patience, and development of the teachers. The

development of critical thinking abilities is a key goal

of online education, and some studies have shown

that certain instructional styles taught in online

courses may facilitate this goal. The pupils were

reportedly directed to engage in questioning exercises

on specific health topics, where they argued and

discussed critical steps that should be taken to solve a

particular health condition. Additionally, AOD

(Asynchronous Online Discussion) panels are seen by

students as a community-based resource for fostering

dedication and fostering critical thinking.

3.3 The Role of Transformative

Learning in Uzbek Higher

Education System

Research studies reveal that critical reflection or

thinking is required for transformational learning,

inspiration, and motivation, despite the fact that there

are many different and frequently contradicting

opinions on critical thinking and transformative

learning theories. Maturity entails the development of

one's own capacity for autonomous learning and

thought. A person's worldview is formed without

taking into account their interests, values, thoughts,

or emotions. Family beliefs, personality traits, and

life experiences are shaped by religious and cultural

norms. Individuals may benefit from this process of

independent thought because it helps them acquire the

critical thinking abilities essential to functioning in a

Online Education in Uzbekistan: Enhancing Critical Thinking and Transformation

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free and just society. Teaching students to think

critically and independently is a primary focus in

higher education. Students are more likely to be

encouraged to think critically on their own terms and

to alter ingrained principles of thought, action, or

solution construction. This is accomplished when the

instructor encourages and rewards student

engagement in class discussions, whether conducted

in-person or online. In addition, students understand

that their efforts are being examined and assessed

when exams, case studies, and other assignments are

graded promptly, and useful feedback is provided.

In a classroom where the teacher has all the

power, students won't feel comfortable challenging

established beliefs and won't have the chance to

develop their own unique perspectives.

Institutions, universities, and colleges should

prepare students to become contributing members of

society by immersing them in the local culture and

fostering an appreciation for universal moral and

ethical principles. Therefore, the established and

developed educational system and curriculum should

think about the aforementioned learning

methodologies and encourage individuals to

participate in critical reflection in order to be critical

citizens. Whether or if the locals will be provided

with enough resources and a stimulating atmosphere

in which to grow is crucial.

4 CONCLUSION

To summarize, contemporary education is

characterized by the seamless integration of critical

thinking and digital tools. The ability to think

critically holds greater significance in today's

interconnected society, and it is emphasized as a

desirable outcome in modern classrooms.

Additionally, technological innovations such as

online education exert a significant influence on

various aspects of today's educational infrastructure.

Regardless of their personal sentiments, teachers are

obligated to acquaint themselves with technology.

The use of e-learning as a means to cultivate

critical thinking among students has received

widespread acclaim. However, educators will

encounter unique challenges in terms of practicality

and implementation. For many Asian countries,

including Uzbekistan, Japan, and others in the East,

establishing critical thought is beset with

sociocultural challenges. Furthermore, it is

challenging for educators to develop and select

suitable topics and methods due to technical and

practical issues linked to instructors' familiarity with

the new online environment.

In conclusion, teachers contemplate several

strategies to address these challenges. These include

presenting the right subject, incorporating engaging

activities tied to the content of vital concepts, and

implementing well-crafted online discussions and

group assignments.

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Lunney, M., & Frederickson, K. (n.d.). Facilitating critical

thinking through online courses. Journal of

Asynchronous Learning Networks, 12(3-4).

Tathahira, T. (2020). Promoting students' critical thinking

through online learning in higher education: Challenges

and strategies. Englisia: Journal of Language,

Education, and Humanities, 8(1), 79-92.

Lee, K., Brett, C. (n.d.). Dialogic understanding of teachers'

online transformative learning: A qualitative case study

of teacher discussions in a graduate-level online course.

Teaching and Teacher Education.

DiPasquale, J. P. (n.d.). Transformative Learning and

Critical Thinking in Asynchronous Online Discussions:

A Systematic Review.

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