ENHANCING THE PROFESSIONAL SKILLS OF HIGHER EDUCATION TEACHERS BASED ON JAPANESE PEDAGOGICAL EXPERIENCE
DOI:
https://doi.org/10.47390/ydif-y2026v2i17/n22Keywords:
Japanese pedagogical experience, higher education, professional skills, professional competence, *Lesson Study* (*jugyō kenkyū*), faculty development, reflection, collaborative teaching, pedagogical design, continuous professional development.Abstract
This paper analyzes the theoretical and practical potential of Japanese pedagogical experience in developing the professional skills of higher education teachers from a comparative-pedagogical perspective. It explores key elements of Japanese educational culture, including continuous professional development, *Lesson Study* (*jugyō kenkyū*), peer observation, reflective analysis, collaborative lesson design, pedagogical decisions focused on student learning activities, and faculty development mechanisms. The study argues that, rather than directly transplanting this experience into the context of Uzbekistan’s higher education system, it is necessary to implement it through adaptive mechanisms that align with national educational values, academic autonomy, the specific nature of academic disciplines, the digital environment, and the professional needs of the teaching staff.
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