CURRENT STATE AND METHODOLOGICAL CHALLENGES OF TEACHING PROGRAMMING LANGUAGES IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS OF UZBEKISTAN

Abstract

This article presents a conceptual and analytical study of the current state and methodological challenges of teaching programming languages in pedagogical higher education institutions (HEIs) of Uzbekistan. Drawing on document analysis of national regulatory frameworks, comparative analysis of typical curricular structures, and a systematic review of relevant scholarly literature, the study identifies seven principal methodological deficiencies that characterize the existing instructional model: (1) outdated curricular content misaligned with industry and pedagogical requirements; (2) predominance of lecture-based instruction over interactive and project-based learning; (3) absence of localized Uzbek-language programming content and standardized terminology; (4) limited institutional integration of intelligent educational platforms; (5) insufficient methodological preparation of instructors for AI-assisted pedagogy; (6) underdeveloped mechanisms of individualized and automated feedback; and (7) a widening gap between academic preparation and contemporary labor-market competency demands. These deficiencies are shown to interact in mutually reinforcing ways, producing a structurally outdated ecosystem that risks amplifying the negative effects of unregulated student use of generative AI tools. The article proposes a four-pillar conceptual framework — Curriculum Modernization, Methodological Digitalization, Localization, and Faculty Development — as a foundation for the systemic transformation of programming education in pedagogical HEIs and for the subsequent introduction of a national-scale intelligent educational platform.