INTEGRATION OF HISTORICAL SCIENCES INTO THE CLUSTER SYSTEM: MODIFYING TEACHING METHODS

Abstract

This study explores how integrating historical sciences into a nation-wide cluster system can transform history education in Uzbekistan. Drawing on cluster-economics theory (Porter) and innovation theory (Schumpeter), the research re-imagines preschools, schools, universities, museums and employers as a vertically and horizontally networked ecosystem that shares resources, curricula and digital infrastructure. A mixed-methods, quasi-experimental design (N = 501) compared traditional instruction with a cluster-integrative package combining the 4T, BTB, OPVL and CLIL approaches across five educational levels. Data collected through observations, surveys, interviews and pre/post tests were analysed with t-tests and χ² statistics. Results show statistically significant gains in academic achievement (10–18 % in school settings; 8–12 % in higher education), engagement (88 % vs 51 %) and higher-order competencies (analysis, synthesis, argumentation) for experimental groups. The discussion situates these outcomes within a meso-level model that links macro-policy to micro-pedagogy, identifies infrastructure asymmetries between urban and rural nodes, and outlines policy mechanisms, ICT minimum standards, regional content hubs, and micro-credential pathways to sustain and scale the model. The study positions cluster-integrative history teaching as a viable strategy for developing historically literate, critically minded citizens capable of balancing national identity with global competencies.