KURS ISHI

INTRODUCTION The integration of innovative pedagogical approaches within Uzbekistan's educational system is a strategic priority, as evidenced by significant investments in human capital development. For instance, the share of expenditures on education in the state budget consistently exceeds 20% annually, reaching 23.5% in 2023, which is approximately 7.5% of the country's GDP [1]. This commitment reflects a broader national objective to cultivate a generation equipped with 21st-century skills, particularly in the realm of foreign language proficiency. Concurrently, the global English language learning (ELL) market was valued at approximately $62.8 billion in 2023 and is projected to reach $85.6 billion by 2028, growing at a compound annual growth rate (CAGR) of 6.4% [2]. Uzbekistan's educational reforms align with this global trend, aiming to enhance the quality and effectiveness of English language teaching (ELT) to empower its citizens with essential communication and critical thinking skills for global competitiveness. Despite considerable progress in modernizing language education in Uzbekistan, challenges persist in fostering truly communicative competence and critical thinking among English language learners. Traditional pedagogical methods, often characterized by rote memorization and grammar-translation approaches, frequently fall short in developing students' ability to effectively use English in real-world, problem-solving scenarios [3]. While curricula have been updated to emphasize communicative aspects, a noticeable gap remains between theoretical knowledge of problem-solving activities and their consistent, effective implementation in diverse classroom settings. Educators often face difficulties in designing authentic problem-solving tasks, assessing their impact, and integrating them seamlessly into existing syllabi, particularly in large classes with varied proficiency levels. Furthermore, there is an unmet need for tailored pedagogical guidelines and empirically validated frameworks that address the specific socio-cultural and educational contexts of Uzbekistan, ensuring that problem-solving activities are not merely adopted but adapted for maximum impact. The theoretical foundations of problem-solving in education have been extensively explored by international scholars. John Dewey (1938) emphasized the importance of learning through e ...