“BOSHLANGʻICH TAʼLIMNING ZAMONAVIY TENDENSIYALARI:

1 O‘ZBEKISTON RESPUBLIKASI MAKTABGACHA VA MAKTAB TA’LIMI VAZIRLIGI A.QODIRIY NOMIDAGI JIZZAX DAVLAT PEDAGOGIKA UNIVERSITETI “ BOSHLANG ʻ ICH TA ʼ LIMNING ZAMONAVIY TENDENSIYALARI: TA ʼ LIM VA TARBIYA JARAYONIDA DIDAKTIK VOSITALARDAN FOYDALANISHNING DOLZARB VAZIFALARI ” Xalqaro ilmiy-amaliy konferensiyasi Jizzax shahri, 2025 yil 14 noyabr « СОВРЕМЕННЫЕ ТЕНДЕНЦИИ В НАЧАЛЬНОМ ОБРАЗОВАНИИ : АКТУАЛЬНЫЕ ПРОБЛЕМЫ ИСПОЛЬЗОВАНИЯ ДИДАКТИЧЕСКИХ СРЕДСТВ В ПРОЦЕССЕ ОБУЧЕНИЯ И ВОСПИТАНИЯ » Международная научно - практическая конференция Джизак , 14 ноября 2025 г “ MODERN TRENDS IN PRIMARY EDUCATION:CURRENT TASKS OF USING DIDACTIC TOOLS IN THE PROCESS OF EDUCATION AND UPBRINGING ” International scientific-practical conference Jizzakh city, November 14, 2025 Jizzax – 2025 2 UDK: 378.046.4 “Boshlang ʻ ich ta ʼ limning zamonaviy tendensiyalari: ta ʼ lim va tarbiya jarayonida didaktik vositalardan foydalanishning dolzarb vazifalari” mavzusidagi Xalqaro ilmiy- amaliy konferentsiyasi materiallari Jizzax shahri, 2025 yil 14-noyabr 545- бет Mas’ul muharrir: Xolboyeva Gulnora Anorboyevna – pedagogika fanlari nomzodi, dotsent. Tahrir hay’ati: Meliyev Hamidulla Abdullayevich, Xolboyeva Gulnora Anorboyevna, Jumanazarova Guljaxon Umrzakovna, Farsaxonova Dilafruz, Haydarov Dilshod, Quttibekova Guljan, Hamidova Barno, Yo’ldoshev Farxod, Kulboyeva Dilnoza, Atabaev Shapo‘lat, Taqrizchilar: U.A.Jumanazarov – filologiya fanlari doktori, professor J.A.Hamidov – pedagogika fanlari doktori, professor Maqolalarni to‘plovchi va nashrga tayyorlovchi Boshlang‘ich ta’lim pedagogikasi kafedrasi dotsenti, pedagogika fanlari bo’yicha falsafa doktori (PhD) Haydarov D.Sh. Ushbu to‘plam Abdulla Qodiriy nomidagi Jizzax davlat pedagogika universiteti 2025 yil 14 noyabr kuni Boshlang‘ich ta’lim pedagogikasi kafedrasida “Boshlang ʻ ich ta ʼ limning zamonaviy tendensiyalari: ta ʼ lim va tarbiya jarayonida didaktik vositalardan foydalanishning dolzarb vazifalari” mavzusidagi Xalqaro miqiyosidagi ilmiy-amaliy anjumani (oflayn va onlayn) materiallaridan tashkil topgan. To‘plam materiallaridan mazkur mavzular atrofida ilmiy-tadqiqot ishlari olib borayotgan izlanuvchilar: olimlar, tayanch doktorantlar, talabalar hamda keng jamoatchilik vakillari foydalanishlari mumkin. Maqolalardagi materiallarning to‘g‘ri va haqqoniyligi uchun mualliflar javobgar. 3 KIRISH SO ‘ ZI M.A.Yuldashev - Jizzax davlat pedagogika universiteti rektori, professor. Hurmatli konferensiya ishtirokchilari, aziz mehmonlar! Bugungi “Boshlang‘ich ta’limning zamonaviy tendensiyalari: ta’lim va tarbiya jarayonida didaktik vositalardan foydalanishning dolzarb vazifalari” mavzusidagi xalqaro ilmiy-amaliy konferensiyaga samimiy xush kelibsiz! Biz jam bo‘lganimizda nafaqat ta’lim jarayonidagi innovatsiyalarni tahlil qilish, balki mamlakatimiz ta’lim tizimida 2030-yilgacha belgilangan strategik maqsadlarga erishishga ko‘maklashadigan yechimlar ustida fikr almashish niyatidamiz. Ayniqsa, “O‘zbekiston Respublikasi Xalq ta’limi tizimini 2030-yilgacha rivojlantirish konsepsiyasi”da belgilangan ustuvor yo‘nalishlar, jumladan konsepsiya doirasida qo‘yilgan maqsadlardan biri – 2030 yilga kelib PISA (International Student Assessment) baholashida dunyoning 30 ta ilg‘or mamlakatidan biriga kirishdir. Bu esa, o‘z navbatida, boshlang‘ich sinflarda ta’lim sifatini tubdan oshirish, o‘quvchilarning tafakkur va muloqot qobiliyatlarini rivojlantirish, hamda didaktik vositalarni zamonaviylashtirish zaruratini, o‘quv sifatini oshirish, ta’lim mazmunini yangilash, axborot-kommunikatsiya texnologiyalarini joriy etish, hamda o‘qitish metodikasini samarali rivojlantirish, jahon ta’lim makonida kechayotgan chuqur o‘zgarishlar, innovatsion yondashuvlar va pedagogik jarayonning yangi bosqichini belgilab berayotgan tendensiyalarni birgalikda muhokama qilish maqsadida to‘planganmiz. Boshlang‘ich ta’lim sohasi – butun ta’lim tizimining poydevori bo‘lib, undagi har bir yangilik, har bir didaktik vosita va metodika kelajak avlodning bilim, ko‘nikma hamda kompetensiyalarini shakllantirishda muhim omil hisoblanadi. Bugungi kunda ta’lim jarayonining ajralmas qismiga aylangan eng muhim innovatsiyalardan biri - sun’iy intellekt texnologiyalaridir. Sun’iy intellekt nafaqat didaktik vositalarni boyitmoqda, balki o‘quv jarayonini shaxsga yo‘naltirilgan, moslashuvchan va samarador shaklga keltirish imkonini bermoqda. Sun’iy intellekt asosida yaratilayotgan interaktiv dasturlar, avtomatik tahlil tizimlari, adaptiv o‘quv platformalari boshlang‘ich sinf o‘quvchilarining individual qobiliyatlarini aniqlash, ularning o‘quv faolligi va muvaffaqiyatini monitoring qilish, o‘qituvchilarga esa aniq tavsiyalar berish imkonini yaratmoqda. Eng muhimi, sun’iy intellekt o‘quvchilarda tanqidiy fikrlash , ijodiy yondashuv , muammo yechish , axborot bilan ishlash kabi XXI asr kompetensiyalarini shakllantirishga xizmat qiladigan yangi turdagi didaktik vositalarni ta’lim jarayoniga joriy etishni taqozo etmoqda. 4 Zamonaviy pedagogika oldiga qo‘yilayotgan talablar, raqamli texnologiyalarning keng joriy etilishi, o‘quvchini faol subekt sifatida shakllantirishga qaratilgan metodlar didaktik vositalardan samarali foydalanishning dolzarbligini yanada oshirmoqda. Ta’lim jarayoniga ilg‘or tajribalarni, interfaol metodlarni, multimediya va raqamli resurslarni tatbiq etish o‘quvchilarda mustaqil fikrlash, ijodiy yondashuv va muloqot ko‘nikmalarini rivojlantirishda muhim ahamiyat kasb etmoqda. Konferensiyamizning asosiy maqsadi - innovatsion metodlar, sun’iy intellekt va zamonaviy didaktik vositalarning boshlang‘ich ta’lim jarayoniga integratsiyasi bo‘yicha ilmiy-amaliy tajribalarni almashish, dolzarb muammolarni muhokama qilish va birgalikda samarali yechimlarni izlab topishdir. Ushbu xalqaro ilmiy-amaliy konferensiya sohada faoliyat yuritayotgan olimlar, metodistlar, o‘qituvchilar va mutaxassislar uchun o‘zaro fikr almashish, ilg‘or tajribalarni o‘rganish va yangi g‘oyalarni ilgari surish imkoniyatini yaratadi. Umid qilamanki, bugungi muhokamalar boshlang‘ich ta’lim sifatini yanada oshirish, didaktik vositalardan foydalanishning samarali yo‘llarini aniqlash, ta’lim sifatini oshiri, o‘qituvchilar malakasini kuchaytirish va kelajak avlodni raqamli dunyoda muvaffaqiyat qozonishga tayyorlash yo‘lida muhim qadam bo‘ladi. Barchangizga samarali ish, ilmiy izlanishlarda muvaffaqiyat va mazmunli muloqot tilayman! E’tiborlaringiz uchun raxmat! 5 BIRINCHI SHO‘BA. BOSHLANG ʻ ICH TA ʼ LIMNING ZAMONAVIY TENDENSIYALARI: TA ʼ LIM VA TARBIYA JARAYONIDA DIDAKTIK VOSITALARDAN FOYDALANISH METODLARI, MUAMMO VA YECHIMLAR. ________________________________________________________________ STEM INTEGRATION in TURKISH PRIMARY EDUCATION: ENABLERS, CONSTRAINTS, and ALIGNMENT with THE TÜRK İ YE CENTURY MAARIF MODEL Prof. Dr. Mustafa Çevik , +90 (506) 224 18 85 Karamano ğ lu Mehmetbey University, Faculty of Education, Karaman, Türkiye Abstract STEM (Science, Technology, Engineering and Mathematics) education has become a central framework for re-imagining twenty-first-century learning. In Turkey, its implementation has evolved from the 2013 STEM Initiative of the Ministry of National Education and the Vision 2023 Document toward the comprehensive Türkiye Century Education Model (“Maarif Model”) introduced in 2024. This paper analyses the enabling conditions and structural constraints affecting STEM integration in Turkish primary schools within and beyond the classroom. Through a comparative reading of national policy documents and international benchmarks (OECD, Finland, Singapore, United Kingdom), it argues that the Maarif Model offers a conceptually strong alignment with STEM philosophy yet faces persistent implementation challenges. Findings highlight the importance of teacher professional capacity, curriculum coherence, equitable infrastructure, and process-oriented assessment systems. The article concludes that without systemic support and long-term investment, the vision of a STEM-literate generation will remain aspirational rather than transformative. Keywords: STEM evolution, Türkiye Century Maarif Model, primary education 1. Introduction: The Evolution of STEM Education in Turkish Primary Schools Over the past two decades, Turkey’s education system has undergone a series of curricular reforms intended to bridge traditional content-based learning with skills required for a knowledge economy. The 2013 STEM Education Project initiated by the Ministry of National Education (MoNE) marked the first national attempt to link science and technology teaching to innovation policy [1; 4.]. The 2018 Vision 2023 Education Strategy emphasised “innovation, creativity and digital transformation” as pillars for human capital development [2; 13.]. Yet its implementation remained fragmented, largely through pilot projects and local workshops. By contrast, the 2024 Turkey Century Education Model (Maarif Model) presents a holistic curricular framework with explicit references to inquiry-based, project-based and interdisciplinary learning [3; 20.]. This model re-situates STEM not as an extracurricular trend but as a core pedagogical principle of basic education. The global literature on STEM integration emphasises three determinants of success: teacher readiness, infrastructure support, and assessment alignment [4; 27.]. Countries such as Finland and Singapore have demonstrated that systemic teacher education and school-industry partnerships enable sustained STEM ecosystems [5; 33.]. In Turkey, however, structural issues such as teacher turnover, limited laboratory facilities in rural areas and exam-driven curricular pressures continue to constrain practice [6; 13.]. While the Maarif Model provides an ideational space for STEM pedagogy, translating this vision into daily classroom reality requires coherent policy instruments, professional learning communities, and evaluation mechanisms that value process as well as product. Historically, STEM in Turkey has oscillated between policy rhetoric and practical constraint. Early pilot programmes (2013–2017) focused on secondary education, often 6 sponsored by TÜB İ TAK and university partnerships [7; 11.]. Primary education remained marginal until the late 2010s, when projects under the EU-funded “Science and Society” initiatives began including elementary grades [8; 2367.]. The current reform cycle (2023– 2025) marks a shift toward embedding STEM competences from the first years of schooling—an approach consistent with OECD recommendations on early STEM exposure [9; 7.]. Thus, understanding how the Maarif Model mediates this transition is crucial for both national policy and international comparative research. 2. Methodology This study adopts a qualitative, document-based comparative analysis approach. It synthesises findings from national curriculum reports, peer-reviewed research, and international policy frameworks published between 2013 and 2025. Turkish primary education reforms—specifically Vision 2023 and the Turkey Century Education Model (Maarif Model) —serve as the central analytical corpus. Supplementary data are drawn from Organisation for Economic Co-operation and Development (OECD) reports, UNESCO policy briefs, and case studies from Finland, Singapore, and the United Kingdom. The analytical framework follows a constructivist interpretive paradigm [10; 44.], emphasising meaning-making rather than numerical measurement. Comparative education methodology is used to identify structural and pedagogical correspondences across systems [11; 18.]. The data were coded thematically into three domains: (1) curriculum and policy coherence, (2) teacher capacity and professional learning, and (3) equity and infrastructure. This triangulation allows a holistic reading of how global STEM trends intersect with Turkey’s socio-educational context. Rather than evaluating individual school outcomes, this paper focuses on macro-level policy narratives—how STEM is conceptualised, institutionalised, and enacted in national discourse. The comparative approach enhances validity by situating Turkey’s experience within broader international reform trajectories, a method widely used in cross-national curriculum studies [27; 38.]. 3. STEM and the Maarif Model STEM education promotes the integration of science, technology, engineering, and mathematics to solve real-world problems through inquiry and design. At its theoretical core lie constructivist and experiential learning principles, positioning learners as active constructors of knowledge [13; 12.]. The Maarif Model reflects these ideas through its guiding competencies—critical thinking, collaboration, creativity, and ethical responsibility— collectively echoing global twenty-first-century skill frameworks [14; 7.]. Historically, the 2018 Vision 2023 policy introduced STEM through elective modules and project-based clubs. While innovative, these remained peripheral to the main curriculum. The Turkey Century Education Model departs from that incrementalism by embedding interdisciplinary outcomes into every subject area [1; 6.]. Science, mathematics, and technology lessons are now aligned under “learning-by-doing” and “design-and-production” themes. This structural embedding brings Turkey closer to high-performing systems such as Finland, where phenomenon-based learning connects disciplines around authentic social problems [15; 19.]. Moreover, the Maarif Model incorporates value-based STEM : linking technological innovation with moral and civic education—an attempt to balance scientific literacy with ethical reasoning [16; 95.]. Such integration resonates with Singapore’s “Applied Learning Programme,” which pairs design thinking with citizenship education [17; 21.]. One major enabler is the curriculum’s explicit support for design and production. Teachers are encouraged to develop projects that connect core subjects around a real problem—such as designing a simple water-filter system or building a mini-weather station. When students work collaboratively on such tasks, they develop communication and teamwork skills in addition to content knowledge [4; 18.]. In urban schools, digital tools such as Arduino and Tinkercad facilitate simulation and prototype testing [5; 22.]. These 7 technologies make abstract scientific concepts visible and tangible, which is especially important for young learners. Teacher collaboration also emerges as a key facilitator. Professional learning communities allow teachers to share resources and reflect on practice. Çevik and Korkmaz reported that teachers engaged in STEM professional communities developed greater self- efficacy and pedagogical adaptability [12; 216.]. Furthermore, Turkey’s policy ecosystem provides external supports through programs such as TÜB İ TAK 4007 Science Festivals, which supply grants for school-community projects [10; 7.]. These initiatives create a bridge between formal and informal learning, extending STEM beyond the classroom. 4. Facilitating Factors in Implementation Empirical findings from Turkish and international literature indicate several structural and pedagogical enablers that support the institutionalisation of STEM education in the primary grades.First, curricular coherence within the Maarif Model provides teachers with explicit interdisciplinary guidance. The integration of “Science and Engineering Practices” into learning outcomes mirrors the Next Generation Science Standards model, encouraging observation, design, and reflection [18; 42.]. This contrasts with earlier curricula (2005 and 2013), which framed science and mathematics separately with little cross-reference. The new curriculum thus fosters unity of cognitive and procedural knowledge. Second, teacher professional learning has become a policy focus. Through TÜB İ TAK’s 4005 Innovative Teacher Training and 4007 Science Festivals programmes, thousands of teachers have participated in workshops that promote project-based and design- oriented pedagogy [19; 17.]. These initiatives mirror Finland’s model of pedagogical coaching , where teachers act as co-learners in iterative cycles of reflection and action. Teachers engaged in such programmes report heightened motivation and confidence when implementing STEM projects [20; 23.]. Third, technological infrastructure and digital transformation constitute another enabling dimension. The national FAT İ H Project (Movement to Increase Opportunities and Improve Technology) supplied interactive boards and broadband access to more than 90 percent of primary schools by 2023 [21; 320.]. While not specifically designed for STEM, this infrastructure supports virtual laboratories, coding modules, and robotics education. Finally, policy alignment with global frameworks provides legitimacy. The Maarif Model explicitly references UNESCO’s Education for Sustainable Development (ESD) principles and the UN SDGs, linking STEM with sustainability, energy transition, and ecological citizenship [22; 14.]. Such alignment ensures continuity between national and international educational goals and enhances Turkey’s participation in EU Horizon Europe and Erasmus+ partnerships. 5. Challenges in Practice Despite these enabling factors, several systemic obstacles hinder the sustainable implementation of STEM in Turkish primary education. Foremost among these is teacher preparedness. It's reported that primary school teachers don't feel competent in integrating STEM content, particularly engineering. This is particularly evident in primary schools in Türkiye, where engineering is less emphasized than in high schools. Another report is that they don't receive sufficient pre-service or in-service STEM training for STEM activities planned for both in-school and out-of-school settings. [6; 13, 7; 11.]. Many pre-service programmes still treat science, mathematics, and technology as discrete courses without engineering components [26; 11.]. This situation contrasts sharply with Singapore’s Teach Less, Learn More initiative, which restructured teacher education around design-thinking modules and reflective practice [17; 32.]. Another difficulty lies in assessment practices Turkish schooling remains heavily influenced by summative, exam-driven evaluation that values factual recall over creativity and process [8; 12.]. Without assessment reform, teachers face tension between the curriculum’s inquiry orientation and parental expectations for test success. OECD analyses 8 warn that such “assessment misalignment” can undermine innovation-oriented reforms [14; 23.]. Infrastructure inequality also persists. Although digital boards are widespread, many rural or low-income schools lack consumable materials, robotics kits, or even basic laboratory equipment [9; 75.]. Teachers often improvise using recycled materials, demonstrating creativity but also reflecting resource scarcity. Finally, policy continuity represents a recurrent challenge in Turkish educational reform. Previous frameworks— Vision 2023 or STEM Education 2023 Roadmap —lost momentum due to leadership changes and budgetary constraints. Without institutional mechanisms for monitoring, evaluation, and feedback, new policies risk repeating this cycle [23; 906.]. 6. Discussion When viewed comparatively, Turkey’s current STEM reform aligns conceptually with international best practice but diverges in systemic capacity. Finland’s phenomenon-based learning integrates STEM with social issues under a single timetable, while Singapore embeds engineering habits through sustained teacher mentorship. The United Kingdom’s Computing at School initiative demonstrates that large-scale reform requires clear standards, multi-stakeholder coordination, and continuous evaluation [24; 20.]. Turkey’s approach, though ambitious, remains centralised and policy-driven rather than network-driven. Research by Mansour et al. (2024) indicates that local professional learning communities yield stronger STEM sustainability than top-down directives [12; 17.]. To achieve comparable success, Turkey must strengthen meso-level structures—regional training hubs, university-school partnerships, and cross-disciplinary teacher clusters. The integration of STEM into the Maarif Model also carries unique socio-cultural implications. The curriculum’s emphasis on ethics and “values education” (de ğ erler e ğ itimi) introduces a moral dimension seldom articulated in Western frameworks. This holistic stance can, if effectively operationalised, serve as a model for value-based STEM globally. However, tension may arise between instrumental goals (innovation, competitiveness) and humanistic aims (citizenship, virtue). Balancing these dual purposes will define the character of Turkey’s twenty-first-century education. Moreover, the out-of-class dimension—science festivals, maker spaces, museum learning—remains Turkey’s most promising yet under-researched field. International evidence shows that informal STEM environments enhance self-efficacy, especially among girls and disadvantaged groups [25; 55.]. Sustained partnerships between municipalities, universities, and NGOs could expand such opportunities. 7. Conclusion The Turkey Century (Maarif) Model represents the most comprehensive curriculum renewal since 2005, embedding STEM at the heart of primary education. Its success will depend on translating conceptual alignment into coherent implementation. Teacher development must move beyond workshops to sustained mentorship; infrastructure investment must prioritise equity; assessment must capture creativity and collaboration; and policy must ensure continuity across political cycles. Comparative evidence suggests that nations achieving systemic STEM capacity— Finland, Singapore, the UK—share three constants: (1) empowered, research-literate teachers; (2) decentralised innovation networks; and (3) accountability mechanisms linked to learning quality rather than examination results. If Turkey can institutionalise similar structures within the Maarif Model , it may not only modernise its education system but also position itself as a regional leader in integrated, value-driven STEM learning. 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OECD reviews of evaluation and assessment in education: student assessment in Turkey, OECD reviews of evaluation and assessment in education , OECD Publishing, Paris, https://doi.org/10.1787/5edc0abe-en. AZ Ə RBAYCANDA “QUTAD Ğ U B İ L İ G” ARA Ş DIRMALARI: Ə SAS ELM İ İ ST İ QAM Ə TL Ə R Böyüka ğ a Mikayıllı Az ə rbaycan Respublikası Elm v ə T ə hsil Nazirliyinin “M ə kt ə b ə q ə d ə r v ə ibtidai t ə hsil” elmi-metodik junralının ba ş redaktoru tehsil.zaman@mail.ru https://orcid.org/0000-0001-8931-0459 Ülviyy ə Mikayılova Bakı şə h ə ri 165 nömr ə li tam orta m ə kt ə bin tarix mü ə llimi uiviyamikayilli8gmail.com Annotasiya: Bu m ə qal ə Yusif Balasaqunlunun “Qutad ğ u Bilig” ə s ə rinin Az ə rbaycanda ara ş dırılma tarixini, ə sas t ə dqiqat istiqam ə tl ə rini v ə elmi ə n ə n ə nin formala ş ma xüsusiyy ə tl ə rini sistemli şə kild ə t ə hlil edir. T ə dqiqatın m ə qs ə di Az ə rbaycanın müxt ə lif dövrl ə rind ə “Qutad ğ u Bilig” üzr ə aparılmı ş dilçilik, ə d ə biyyat ş ünaslıq, f ə ls ə f ə , dini irfani dü ş ünc ə , pedaqogika, sosial-etika v ə mifoloji-ideoloji yana ş maları ümumil əş dirm ə k v ə onların elmi x ə ttini mü ə yy ə nl əş dirm ə kdir. M ə qal ə m ə nb əş ünaslıq, tarixi-analitik, tematik v ə komparativ t ə hlil metodlarına ə saslanaraq yerli t ə dqiqatçıların, xüsusil ə Ramiz Ə sg ə r v ə dig ə r aliml ə rin bu sah ə y ə verdiyi töhf ə l ə ri ara ş dırır v ə elmi istiqam ə tl ə r üzr ə sisteml əş dirir. Ara ş dırma göst ə rir ki, “Qutad ğ u Bilig” Az ə rbaycanda yalnız dilçilik v ə m ə tn ş ünaslıq abid ə si kimi deyil, h ə m d ə dövl ə tçilik dü ş ünc ə si, idar ə çilik m ə d ə niyy ə ti, ail ə institutu, şə xsiyy ə t t ə rbiy ə si, f ə ls ə fi antropologiya, etik davranı ş modeli v ə sosial-intellektual d ə y ə rl ə r sistemi kimi müxt ə lif elm sah ə l ə rinin predmetin ə çevrilmi ş dir. M ə qal ə h ə mçinin interdisiplinar yana ş maların potensialını mü ə yy ə nl əş dirir v ə ə s ə rin müasir humanitar elml ə rl ə s ə sl əşə n n ə z ə ri komponentl ə rini üz ə çıxarır. T ə dqiqat n ə tic ə sind ə Az ə rbaycanda “Qutad ğ u Bilig” üzr ə aparılmı ş ara ş dırmaların elmi m ə nz ə r ə si bütöv şə kild ə t ə qdim edilir, ə sas istiqam ə tl ə r t ə snif olunur v ə mövcud bo ş luqlar mü ə yy ə nl əş dirilir. M ə qal ə g ə l ə c ə k ara ş dırmalar üçün metodoloji ç ə rçiv ə v ə yeni t ə dqiqat istiqam ə tl ə ri t ə klif etm ə kl ə , h ə m Az ə rbaycan türkologiyası, h ə m d ə türk-islam intellektual irsinin müasir elmi diskursa inteqrasiyası baxımından ə h ə miyy ə tli töhf ə verir. Açar sözl ə r: “Qutad ğ u Bilig” Az ə rbaycan türkologiyası, t ə dqiqat istiqam ə tl ə ri, Ramiz Ə sg ə r, m ə nb əş ünaslıq, türkoloji irs, orta ə sr türkdilli m ə tnl ə r, interdisiplinar yana ş ma, poetika, dilçilik ara ş dırmaları 11 RESEARCH ON “KUTADGU BILIG” IN AZERBAIJAN: MAIN SCHOLARLY DIRECTIONS Boyukagha Mikayilli Editor-in-Chief of the scientific-methodological journal Preschool and Primary Education, Ministry of Science and Education of the Republic of Azerbaijan tehsil.zaman@mail.ru https://orcid.org/0000-0001-8931-0459 Ulviyya Mikayilova History teacher, Secondary school No.165, Baku uiviyamikayilli8@gmail.com Abstract. This article presents a systematic analysis of the history of research on Yusuf Balasaguni’s “Kutadgu Bilig” in Azerbaijan, outlining the main scholarly directions and the development of the national academic tradition. The study aims to generalize linguistic, literary, philosophical, religious-gnostic, pedagogical, socio-ethical, and mythological-ideological approaches applied to “Kutadgu Bilig” across different periods in Azerbaijan and to identify their overarching scientific trajectory. Drawing on source studies, historical-analytical, thematic, and comparative methods, the article examines the contributions of Azerbaijani researchers-particularly Ramiz Asgar and other prominent scholars-and systematizes the research trends in this field. The analysis demonstrates that in Azerbaijan, “Kutadgu Bilig” has been studied not only as a linguistic and textual monument, but also as a source of political thought, governance culture, family institution studies, personality formation, philosophical anthropology, ethical behavior models, and the system of social-intellectual values. The article further identifies the potential of interdisciplinary approaches and reveals the theoretical components of the work that resonate with contemporary humanities. The study presents a comprehensive overview of “Kutadgu Bilig” research in Azerbaijan, classifies the main academic directions, and highlights existing gaps in the scholarship. By proposing a methodological framework and new avenues for future research, the article offers significant contributions to Azerbaijani Turkology and to the integration of Turkic-Islamic intellectual heritage into modern scholarly discourse. Keywords: “Kutadgu Bilig” Azerbaijani Turkology, research directions, Ramiz Asgar, source studies, Turkological heritage, medieval Turkic texts, interdisciplinary approach, poetics, linguistic studies. G İ R İŞ Türk m ə n ə vi-f ə ls ə fi dü ş ünc ə sinin fundamental abid ə l ə rind ə n biri olan Yusif Balasaqunlunun “Qutad ğ u Bilig” ə s ə ri yalnız Orta Asiya türk dövl ə tçilik m ə d ə niyy ə tinin deyil, h ə m d ə bütün türk dünyasının intellektual irsinin formala ş masında mühüm rol oynamı ş dır. XI ə srd ə yazılmı ş bu ə s ə r dövl ə t idar ə çiliyi, ə xlaq, t ə rbiy ə , liderlik, ictimai nizam, davranı ş m ə d ə niyy ə ti v ə m ə n ə vi kamillik kimi fundamental kateqoriyaları sistemli şə kild ə birl əş dir ə n nadir m ə nb ə l ə rd ə n biri kimi t ə dqiqatçıların daim diqq ə t m ə rk ə zind ə olmu ş dur. “Qutad ğ u Bilig” dünyanın ayrı-ayrı ölk ə l ə rinin görk ə mli aliml ə ri, t ə dqiqatçıları, jurnalistl ə ri t ə r ə find ə n ciddi şə kild ə t ə dqiqata c ə lb olunmu ş , ə xlaq, m ə n ə viyyat, m ə d ə niyy ə t, dövl ə t idar ə çiliyi, elm v ə t ə hsilin vacibliyini a ş ılayan fundamental bir ə s ə r kimi d ə y ə rl ə ndirilmi ş dir. Ə s ə rin ilk Türk t ə dqiqatçılarından olan R əş id R ə hm ə ti Arat yazır ki, “Qutad ğ u Bilig” quru n ə sih ə tl ə rd ə n ibar ə t deyil, insan h ə yatının m ə nasını, onun dövl ə t içind ə ki v ə zif ə sini t ə hlil v ə t ə yin ed ə n h ə yat f ə ls ə f ə sidir [Camal, 2016]. ““Qutad ğ u Bilig” böyük şə rq müt ə f ə kkirinin elmi, f ə ls ə fi, ə d ə bi, pedaqoji görü ş l ə rinin m ə hsulu olsa da, b əşə riyy ə tin arzu v ə ist ə kl ə rini, m ə n ə vi qay ğ ılarını ifad ə ed ə n bir abid ə dir. Onun özünd ə ehtiva etdiyi ideyalar q ə rb, şə rq, ümumilikd ə insanlıq üçün h ə r zaman aktualdır. Bu aktuallıq, xüsusil ə onun elm v ə t ə hsil ə , ail ə y ə , m ə n ə vi d ə y ə rl ə r ə yana ş masında daha çox diqq ə ti c ə lb edir. Yusif Balasaqunlu ə s ə rd ə ə dal ə ti, s ə ad ə ti, elm v ə t ə hsili, irfani b əşə ri d ə y ə rl ə rin t ə m ə li kimi xarakteriz ə ed ə r ə k insanlı ğ ın, h ə yatın m ə n ə vi mahiyy ə tini açır. O, ə dal ə ti dünyanı aydınla ş dıran gün əş kimi görür v ə hesab edir ki, ə g ə r ə dal ə t olmazsa, insanlar arasında münasib ə tl ə r sistemi pozular, 12 b əşə riyy ə tin m ə n ə vi m ə hv ə ri da ğ ılar, h ə yat öz m ə nasını itir ə r. Ə dal ə t yüks ə k m ə n ə vi d ə y ə r olmaqla yana ş ı, ayrı-ayrı f ə rdl ə ri v ə bütünlükd ə c ə miyy ə ti ya ş adan, insanlı ğ a “n ə f ə s ver ə n” qüvv ə dir [Mikayıllı, 2024]. Prof.dr. Sait Ba ş er yazır: ““Qutad ğ u Bilig”d ə dörd q ə hr ə man var. Onlardan birincisi Tör ə dir, ikincisi Kut, üçüncüsü Ögdülmü ş (a ğ ıl), dördüncüsü Aqib ə t, müasir anlamda ifad ə ets ə k, İ rfandır. Yusif Balasaqunlu min il önc ə bu müc ə rr ə d anlayı ş larla fikir bina etm ə k, müc ə rr ə d anlayı ş lara insani don geyindir ə r ə k onları qar ş ıla ş dırmaq, danı ş dırmaq yolu il ə mük ə mm ə l bir ə s ə r yaratmı ş dır” [Ba ş er, 1990]. Türkologiyanın müxt ə lif qollarında – m ə tn ş ünaslıq, dilçilik, f ə ls ə f ə , ə d ə biyyat ş ünaslıq, tarix, el ə c ə d ə hüquq v ə pedaqogika, idar ə etm ə sah ə l ə rind ə geni ş ara ş dırmalara r ə vac ver ə n “Qutad ğ u Bilig” uzun müdd ə t Az ə rbaycan elmi mühitind ə d ə diqq ə t ç ə kmi ş dir. Bu istiqam ə td ə t ə dqiqatların miqyası v ə istiqam ə tl ə ri dövrl ə r üzr ə f ə rqli xarakter da ş ıyır. Az ə rbaycanda “Qutad ğ u Bilig” t ə dqiqatlarının elmi bazası, ə sas ə n, XX ə srin 70-ci ill ə rind ə n etibar ə n formala ş ma ğ a ba ş lamı ş dır. Bu dövrd ə ə s ə r üz ə rind ə aparılan t ə dqiqatlar daha çox dilçilik, leksikologiya, morfologiya v ə poetik strukturun analizi istiqam ə tind ə inki ş af etmi ş , m ə hz bu sah ə l ə rd ə sistemli v ə ardıcıl ara ş dırmalar aparan professor Ramiz Ə sg ə rin f ə aliyy ə ti xüsusi ə h ə miyy ə t k ə sb etmi ş dir. Onun çoxsaylı elmi ə s ə rl ə ri – “Qutad ğ u Bilig”d ə leksik sistem, adlar sistemi, ə v ə zlikl ə rin i ş l ə nm ə si, ismin morfoloji kateqoriyaları, poetik forma, ə s ə rin t ə dqiqat tarixi v ə Az ə rbaycan dilçilik mühiti il ə müqayis ə li t ə hlill ə r – Az ə rbaycan türkologiyasında bu mövzunun ə sas n ə z ə ri dayaqlarını yaratmı ş dır. Ramiz Ə sg ə rin Kamil V ə liyevl ə birlikd ə “Qutad ğ u Biliy”in Az ə rbaycan dilin ə ilk geni ş h ə cmli t ə rcüm ə sini hazırlaması is ə bu sah ə nin g ə l ə c ə k t ə dqiqatları üçün fundamental baza rolunu oynamı ş dır. Son iki onillikd ə Az ə rbaycanda “Qutad ğ u Bilig” üzr ə ara ş dırmaların spektri daha da geni ş l ə nmi ş dir. Bütün bu t ə dqiqatlar sübut edir ki, Az ə rbaycanda “Qutad ğ u Bilig” yalnız dilçilik v ə ə d ə biyyat ş ünaslıq ç ə rçiv ə sind ə deyil, h ə m d ə m ə n ə vi antropologiya, dövl ə tçilik n ə z ə riyy ə si, dini-f ə ls ə fi dü ş ünc ə , ail ə sosiologiyası v ə pedaqoji n ə z ə riyy ə kimi müxt ə lif istiqam ə tl ə rd ə öyr ə nilm ə y ə ba ş lanmı ş dır. Bununla bel ə , mövcud ara ş dırmaların sisteml əş dirilm ə si, bu sah ə nin inki ş af dinamikasının ümumil əş dirilm ə si v ə t ə dqiqat istiqam ə tl ə rinin elmi x ə rit ə sinin hazırlanması h ə l ə d ə aktual elmi ehtiyac olaraq qalır. Problemin qoyulu ş u “Qutad ğ u Bilig” türkoloji elmin aparıcı qaynaqlarından biri kimi dünya aliml ə rinin diqq ə t m ə rk ə zind ə olsa da, Az ə rbaycanda bu ə s ə r ə dair aparılan t ə dqiqatların strukturla ş dırılması, m ə rh ə l ə l əş dirilm ə si v ə elmi istiqam ə tl ə r üzr ə sisteml əş dirilm ə si h ə l ə d ə tam şə kild ə t ə qdim olunmamı ş dır. Müst ə qillik dövründ ə müxt ə lif aliml ə r t ə r ə find ə n dilçilik, m ə tn ş ünaslıq, t ə rcüm ə , poetika, tarixi-f ə ls ə fi baxı ş lar v ə müqayis ə li ə d ə biyyat müst ə vil ə rind ə elmi ara ş dırmalar aparılsa da, bu i ş l ə rin ümumi m ə nz ə r ə si, elmi x ə tti v ə ə sas inki ş af istiqam ə tl ə ri ayrıca elmi predmet kimi d ə rin şə kild ə ara ş dırılmamı ş dır. Mövcud t ə dqiqatlar iç ə risind ə Ramiz Ə sg ə rin çoxc ə h ə tli fundamental ara ş dırmaları xüsusi yer tutur. Lakin bu irsin Az ə rbaycan türkologiyasının ümumi inki ş af trayektoriyasındakı yeri, dig ə r t ə dqiqatçılarla ə laq ə l ə ri, h ə mçinin yerli ara ş dırmaların hansı istiqam ə tl ə rd ə c ə ml əş diyi v ə hansı sah ə l ə rd ə bo ş luqların mövcud olması bar ə d ə kompleks elmi t ə snifat verilm ə mi ş dir. Eyni zamanda “Qutad ğ u Biliy”in Az ə rbaycanda ara ş dırılmasının hansı tarixi m ə rh ə l ə l ə rd ə n keçdiyi, ara ş dırmaların tematik paylanması, metodoloji yana ş maların müxt ə lifliyi v ə ə s ə rin elmi dövriyy ə y ə daxil olma dinamikası haqqında sistemli bir m ə nz ə r ə nin yaradılmasına ehtiyac vardır. Bu v ə ziyy ə t Az ə rbaycanda “Qutad ğ u Bilig” t ə dqiqatlarının ə sas elmi istiqam ə tl ə rinin mü ə yy ə nl əş dirilm ə sini, mövcud ara ş dırma x ə ttinin geni ş şə kild ə t ə hlilini, aparıcı aliml ə rin töhf ə l ə rinin ayrıca qiym ə tl ə ndirilm ə sini v ə t ə dqiqat bo ş luqlarının d ə qiq şə kild ə ortaya qoyulmasını elmi baxımdan z ə ruri edir. Buna gör ə d ə bu m ə qal ə Az ə rbaycanda “Qutad ğ u Bilig” üzr ə aparılmı ş ara ş dırmaları ə sas elmi istiqam ə tl ə r üzr ə mü ə yy ə nl əş dirm ə yi, t ə hlil etm ə yi v ə g ə l ə c ə k t ə dqiqatlar üçün n ə z ə ri ə sas yaratma ğ ı qar ş ısına m ə qs ə d qoyur. 13 Metodlar v ə metodologiya Bu t ə dqiqatın m ə qs ə di “Qutadqu bilik” üzr ə Az ə rbaycan elmi mühitind ə aparılmı ş ara ş dırmaları sisteml əş dirm ə k v ə onların tematik istiqam ə tl ə rini mü ə yy ə n etm ə kd ə n ibar ə tdir. Bu m ə qs ə d ə çatmaq üçün a ş a ğ ıdakı klassik elmi metod v ə metodoloji yana ş malar t ə tbiq edilmi ş dir: M ə nb əş ünaslıq metodu T ə dqiqatın ə sasını Az ə rbaycan aliml ə rinin “Qutadqu bilik”l ə ba ğ lı monoqrafiyaları, elmi m ə qal ə l ə ri, dissertasiyaları v ə q ə zet materialları t əş kil edir. M ə nb ə l ə r mü ə llif, mövzu, dövr v ə elmi istiqam ə tl ə r üzr ə sisteml əş dirilmi ş dir. Tarixi-analitik metod “Qutadqu biliy”in Az ə rbaycan humanitar elml ə rind ə hansı m ə rh ə l ə l ə r üzr ə t ə dqiq edildiyi ara ş dırılmı ş dır. Bu metod say ə sind ə ə s ə rin: - sovet dövrü