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On November 15, the international scientific-practical conference titled “Skilled Teacher – the Pillar of the Nation: Modern Trends in Lifelong Professional Development” was held to commemorate the 90th anniversary of Abdulla Avloniy National Institute of Pedagogical Excellence.

The esteemed guests at the event included Hilola Umarova, the Minister of Preschool and School Education, Andreas Schleicher, a Special Advisor on Education Policy at the Organization for Economic Co-operation and Development (OECD), Kongratboy Sharipov, the Minister of Higher Education, Science, and Innovation of the Republic of Uzbekistan, Sara Noshadi, the Head of the UNESCO Office in Tashkent, and Regina Maria Castillo, the UNICEF Representative in Uzbekistan.

The conference focused on the topic “Skilled Teacher - the Support of the Nation: Modern Trends in Continuous Professional Development”, in which UNESCO education specialist Ravshan Akhmedov delivered a presentation on “ICT Literacy of School Teachers: Shortcomings and Achievements.”

This presentation captured the initial findings of a survey conducted by UNESCO within the framework of the project “Empowering Education in Uzbekistan: Leveraging ICT and Digital Learning for High-Quality and Inclusive Education Results.” The survey involved nearly 4,000 teachers.
 

Some notable results from the survey include:

- Three-quarters of the participating teachers are confident in their ability to use smartphones, computers, and information search browsers (Chrome, Mozilla, MS Edge, Safari).

- However, their technical ICT skills, such as using scanners, printers, and MS Office, still remain limited (teachers feel up to 70% confident in using these tools).

- Approximately one-third of the teachers who participated in the survey are familiar with and use online platforms (Google Classroom, Moodle, Coursera, Canvas) and artificial intelligence tools (ChatGPT, Capilot, Gemini, school magic) to plan and deliver their lessons.

- Teachers working at schools in districts were found to be the most frequent users of artificial intelligence tools. This contradicts the common assumption that teachers from cities are one step closer to the technical innovations as opposed to their counterparts in districts or villages.

- Approximately one-quarter of the teachers stated that there are special teaching and learning assistive devices for students with special needs at their schools. However, one out of every three was found to have a good understanding of how to use these devices.