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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
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255
STUDENT’S BELIEFS AND THEIR ACADEMIC ADAPTATION OF STUDENTS
AT FOREIGN UNIVERSITIES IN UZBEKISTAN
N. Nuralieva
PhD Researcher at
Shaanxi Normal University
The Republic of Uzbekistan's Presidential Decree "Concept of Development of Higher Education of the
Republic of Uzbekistan until 2030" was adopted on October 8, 2019. This concept explicitly indicates that
Uzbekistan's universities should have an international ranking of at least ten (Presidential Decree of the
Republic of Uzbekistan, 8 August, 2019).
Organizing internships for undergraduates, young teachers, and researchers, as well as retraining
and professional development for teaching staff at the Republic's higher educational institutions, is a
key job under this system (Presidential Decree of the Republic of Uzbekistan, 2017). This decision aided
the development of collaboration between Uzbekistan's higher education institutions and those of other
countries.
Higher education institutions in the Republic of Uzbekistan have signed collaborative programs and
double diploma agreements with a number of international universities. In the last two years, Uzbekistan
has welcomed 9 international higher education institutes. There are three Russian universities, two South
Korean universities, two Indian universities, one American institute, and one Latvian university among them.
Samarkand is home to the 2018 Silk Road International University of Tourism. This was the Republic of
Uzbekistan's first foreign university.
Korea assists in the development of Uzbekistan's image as a friendly and strategic partner. Engagement
with Uzbek citizens, job creation, and educational possibilities all help to achieve this goal. Uzbekistan's
people is in desperate need of work and education (ICEF Monitor, 2012; Kommersant. uz, 2017, January 17;
UNDP, 2017)
Foreign universities in Uzbekistan accept applications from Uzbek students. These students may face
specific academic problems such as English language limitations, a lack of cultural awareness, minimal
interactions with advisers and instructors, unfamiliarity with teaching and curricular changes, loneliness,
and anxiety (Andrade, 2006; Parks & Raymond, 2004; Poyrazli & Grahame, 2007).
As a result of these factors, certain students face specific requirements and obstacles that affect their
academic progress, adjustment, and overall well-being. There has been an increasing interest in determining
the elements that influence students' academic progress and adjustment when attending foreign universities
for higher education.
Among these concerns, some students' lower levels of class participation may obstruct their academic
progress. The perceived insufficiency of their English, the anxiety triggered by fear of making mistakes while
speaking, and fear of ridicule from their peers and teachers all contributed to Uzbek students' difficulties
participating in debates (Robertson, Line, Jones, & Thomas, 2000). The primary causes for not participating
in class were determined to be language fear and a lack of confidence (Andrade, 2006; Robertson et al.,
2000). As a result, these students have more difficulty adjusting to school, and they experience more stress
and anxiety (Andrade, 2006). In Uzbekistan, courses at foreign universities are taught in English. As a result,
students may struggle to express themselves and may experience uneasiness.
Because they were unfamiliar with this format, many found the class participation requirements
challenging. Participation was hampered by issues such as language anxiety and a lack of self-assurance
(Andrade, 2006; Robertson, Line, Jones, & Thomas, 2000).
1.1. Promoting academic adaptability in undergraduate students: autonomy-supportive environments,
self-determination ideas about classroom evaluation
According to past studies, students studying in foreign universities need more than just English language
proficiency to succeed academically and adjust to university life (Phakiti, Hirsh, & Woodrow, 2013). This
suggests that other educational factors influencing students' academic learning in higher education, such
as motivating beliefs, attitudes on assessments, classroom behaviors, or learning methodologies, should be
investigated.
Educational academics have begun to understand that students' attitudes toward tests (e.g., students'
assessments beliefs) are strongly linked to what they learn and how they approach learning (Hirschfeld
& Brown, 2009). Furthermore, adaptive assessment perspectives were revealed to be highly associated to
secondary students' self-regulation (Brown, 2011). As a result, learning how students approach learning
(e.g., using deep or surface-level learning strategies) requires an awareness of their views about evaluation
(Struyven, Dochy, & Janssens, 2005).
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