STRATEGIC DIRECTIONS AND PEDAGOGICAL MECHANISMS FOR THE DEVELOPMENT OF INTELLECTUAL POTENTIAL IN THE EDUCATION SYSTEM OF UZBEKISTAN

Abstract

This article examines the strategic directions and pedagogical mechanisms for developing intellectual potential in Uzbekistan’s education system, with particular attention to teacher preparation. The introduction highlights education as a national priority since independence, linking it to democratic reforms, national identity, and socio-economic progress. The literature review demonstrates that intellectual activity extends beyond theoretical knowledge, encompassing analytical thinking, creativity, problem-solving, and moral values. Both international theorists (Vygotsky, Bruner) and national educators (Avloni, Kadiri) are cited to frame intellectual development within global and local contexts. The study applies conceptual analysis of state policies, pedagogical theories, and cultural heritage, supported by models that integrate cognitive, metacognitive, and affective domains. Findings reveal that intellectual potential is multidimensional, combining knowledge, values, creativity, and cultural identity. Higher education plays a central role in training teachers through active learning, project-based approaches, digital literacy, and exposure to literature. The discussion emphasizes that intellectual development is not only a cultural imperative but also a necessity for sustainable growth in a knowledge-based society. Teachers are expected to act as both facilitators of learning and moral guides.