RAQAMLI TRANSFORMATSIYA SHAROITIDA BILIM, O‘QITISH VA O‘RGANISH TUSHUNCHALARINING QAYTA TALQINI

Mazkur ilmiy maqolada raqamli transformatsiya sharoitida pedagogika fanining tayanch tushunchalari — bilim, o‘qitish va o‘rganish — konseptual jihatdan qayta talqin qilinadi. Sun’iy intellekt, ma’lumotlar iqtisodiyoti, generativ texnologiyalar va tarmoqli ta’lim muhitlarining shiddatli rivojlanishi mazkur tushunchalarning klassik talqiniga jiddiy o‘zgarishlar kiritmoqda. Tadqiqotda bilimning statik ma’lumotlar to‘plamidan dinamik, taqsimlangan va tarmoqli hodisaga aylanishi; o‘qitishning bilim uzatishdan o‘quv muhitini loyihalashga o‘tishi; o‘rganishning esa individual kognitiv jarayondan ko‘p kontekstli, hayot davomida davom etadigan faoliyatga transformatsiyalashuvi ilmiy asoslanadi. Maqolada uchala tushunchaning qayta talqini O‘zbekiston oliy ta’lim tizimi misolida konkretlashtirilib, ularning o‘zaro bog‘liqligini aks ettiruvchi integratsiyalashgan konseptual model taklif etiladi.

This scientific article provides a conceptual reinterpretation of the foundational notions of pedagogy — knowledge, teaching, and learning — in the context of digital transformation. The rapid development of artificial intelligence, the data economy, generative technologies, and networked learning environments introduces substantial modifications to the classical interpretation of these notions. The research substantiates the transformation of knowledge from a static set of data into a dynamic, distributed, and networked phenomenon; the transition of teaching from knowledge transmission to the design of learning environments; and the transformation of learning from an individual cognitive process into a multi-contextual, lifelong activity. The article concretizes the reinterpretation of these three notions through the example of the higher education system of Uzbekistan and proposes an integrated conceptual model reflecting their interrelations.