«Yangi O‘zbekistonda islohotlarni amalga oshirishda zamonaviy axborot-kommunikatsiya
texnologiyalaridan foydalanish» mavzusida Xalqaro ilmiy-amaliy konferentsiya
Andijon
27-29 oktabr 2021 yil
158
In this regard, as noted by the President of our country Shavkat Mirziyoyev,
“In order to achieve development, we must acquire digital knowledge and modern
information technologies. This allows us to take the shortest path to the ascent. After
all, today in the world, information technology is penetrating deep into all areas. Of
course, we know very well that shaping the digital economy requires the necessary
infrastructure, a lot of money and manpower. But no matter how hard it is, if we
don’t start this work today, when will we start?! It will be too late tomorrow”. [1]
Public and public administration, including the widespread introduction of
digital technologies in the social sphere, can increase efficiency, in short,
dramatically improve people's lives. The digital economy is not just a type of
activity, it means business, industrial facilities, quality education and services. The
term "digital" means the active use of information technology in all areas. If in a
simple economy material goods are the main resource, in a digital economy it will
be information that can be processed and transmitted. After their analysis, a solution
for proper management will be developed.
The purpose of writing this article is to identify priorities for the development
of the educational process based on the analysis of the use of digital technologies in
the higher education system of the country, which analyzes the role of digital
technologies in education. As research methods, the study, systematization and
generalization of normative documents, existing practices were used to draw
conclusions about the formation of a science-based approach to the introduction of
digital technologies in higher education.
It should be noted that the COVID-2019 pandemic affected the education
system as well as all other sectors, including kindergartens, schools and higher
education institutions, which went on public holidays ahead of schedule. According
to UNESCO, 1.7 billion students worldwide have lost their traditional education due
to the suspension of classes. The closure of universities in more than a hundred
countries has forced 90 percent of the world’s students to sit at home. As of March
3, UNESCO had announced that 290.5 million pupils and students had dropped out
of school as a result of the temporary closure of educational institutions in 13
countries, and called on them to immediately switch to distance learning.
Internet sources report that today, 95 percent of students in just about a dozen
countries have a computer. In Indonesia, 34 percent of young people have access to
the Internet. In other countries, the figure is much lower. At the same time, this figure
is not high in the Republic of Uzbekistan. This is due to the fact that the Internet
infrastructure in remote areas is not well developed. This can lead to a decline in the
quality of education, as some experts predict [2].
It is not surprising that the education system today is immersed in digital
technologies, as it serves as a basis for serious analysis and pedagogical justification
of the many things offered in the information space today. It is also important that
in recent years there has been no research on the problems of "digitization" of
education, its impact on its formation on the basis of any government project or
survey [3].
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