3 Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги

Figure 3: Teacher ICT Competency Domainsin Uzbekistan 
These ICT competency domains can be embedded into the existing compulsory teacher 
professional development courses. Also, standalone short courses can be developed so that teachers will 
be provided an opportunity to build those ICT competencies either through the formal teacher 
professional development courses or independently on their own pace. The ICT Competency 
Requirements include masteringthe online learning, e-learning, remote studies, flexible learning, and 
massive open online courses (MOOCs), learning management systems (LMS), which are essential 

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components of the distance education. While schools are back to face-to-face learning in Uzbekistan, the 
best pedagogical practices, innovative ways, in which pedagogical practices were infused with the ICTs, 
shall be maintained.Definitely, for the blended learning models through ICTs, the teachers’ competencies 
are very important in facilitating the integration of technology into pedagogy. The technological solutions 
in teaching and learning, can actually support increasing the efficiency and effectiveness of learning, 
feedback, monitoring, visualizing, collaborating and creating. All these successful technology-oriented 
pedagogical practices can be facilitated through adopting the ICT Competency Framework for teachers in 
Uzbekistan in the post-COVID-19 new normal. 
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