KURS ISHI

INTRODUCTION The education sector in Uzbekistan has seen substantial growth, with public spending on education reaching 6.2% of GDP in 2022, totaling approximately 57.8 trillion UZS [1]. Specifically, within higher education, the number of students enrolled in marketing programs across Uzbekistan increased by 18% from 2021 to 2023, reflecting a growing interest in this vital discipline [2]. Concurrently, the global market for educational technology, which facilitates collaborative learning environments, is projected to reach $680 billion by 2027, growing at a compound annual growth rate of 16.5% [3]. This global trend highlights the widespread recognition of technology-enhanced learning methods and their potential to transform educational outcomes, making the exploration of collaborative learning in specialized fields like marketing education particularly timely and relevant within the Uzbek context. Despite the evident growth in marketing education and significant investment in the broader education sector, challenges persist in ensuring that graduates possess the practical skills and collaborative competencies required by modern industry. Traditional lecture-based methods, while foundational, often fall short in fostering critical thinking, problem-solving abilities, and teamwork, which are increasingly sought after by employers in the marketing domain [4]. A survey of Uzbek employers in 2023 indicated that 45% of new marketing graduates lacked sufficient practical collaboration and analytical skills to address real-world business challenges effectively [5]. This gap between academic preparation and industry needs necessitates a paradigm shift towards more interactive and student-centered learning methodologies. Collaborative learning, with its emphasis on shared problem-solving and peer interaction, offers a promising avenue to address these deficiencies, yet its systematic implementation and measured impact on student achievement in Uzbek marketing education remain largely unexplored. Johnson and Johnson (1999) demonstrated through meta-analysis that cooperative learning consistently yields higher academic achievement, improved intergroup relations, and enhanced self-esteem compared to individualistic or competitive learning structures [6]. Slavin (1995) proposed a comprehensive framework for cooperative learning, emphasizing group goals and individual ...