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EFFECTIVE UTILIZATION OF DIGITAL AND DIDACTIC TOOLS IN ORGANIZING
INDEPENDENT LEARNING
Fayoz Vakhobjono ich Khalilo
Senio Lec u e , Bukha a S a e Technical Uni e si y
Abs ac . This a icle p esen s an o e iew o he a en ion gi en by he Go e nmen o he Republic
o Uzbekis an o he highe educa ion sys em, as well as he P esiden ial dec ees aimed a u he
de eloping his sec o and he key ideas p omo ed wi hin hese documen s. In addi ion, he pape
discusses he implemen a ion o he c edi –module sys em in highe educa ion ins i u ions, he
o ganiza ion and o ms o s uden s’ independen wo k, and he cu en s a e o i s applica ion. The
iews o a ious schola s ega ding e ec i e app oaches o o ganizing s uden s’ independen
lea ning ac i i ies a e highligh ed. The a icle also p o ides in o ma ion on he o ganiza ion o
independen s udy asks a he ins i u e le el and he applica ion o hese p ac ices o a speci ic
subjec . The inal sec ion p esen s conclusions d awn om he conduc ed scien i ic esea ch.
Keywo ds: highe educa ion, s uden , c edi –module sys em, independen s udy, mo i a ion, didac ic
ool, echnology, educa ion, discipline, analysis
In oduc ion. As is well known, P esiden ial Dec ee No. PF-5847 o Oc obe 8, 2019, “On he
App o al o he Concep o he De elopmen o he Highe Educa ion Sys em o he Republic o
Uzbekis an un il 2030,” ou lines a numbe o p io i y asks aimed a ele a ing he quali y o highe
educa ion. In pa icula , he dec ee emphasizes he need o in oduce highe educa ion s anda ds based
on ad anced in e na ional expe ience, o undamen ally mode nize he con en o highe educa ion,
and o g adually ansi ion om heo y-o ien ed cu icula o p ac ice-based lea ning models wi hin
academic p og ams [1].
To e ec i ely add ess he asks se by he go e nmen ega ding he p epa a ion o highly quali ied
u u e specialis s, a comp ehensi e app oach is essen ial. This includes he compe en design o
educa ional con en , he use o mode n eaching me hods, didac ic ools, and educa ional
echnologies, as well as con inuous p o essional de elopmen o ins uc o s. Equally impo an is he
c ea ion o necessa y condi ions o s uden s o comple e independen s udy asks and he e ision
and imp o emen o academic p ocesses wi hin each educa ional p og am.
Today, s uden s’ independen wo k in highe educa ion ins i u ions should no be conside ed a
supplemen a y componen bu a he one o he co e o ms o he educa ional p ocess. Independen
s udy plays a c ucial ole in helping s uden s acqui e he gene al cul u al and p o essional
compe encies ou lined in s a e educa ional s anda ds and in p epa ing hem o success ul
p o essional ac i i y. Mo eo e , o ganizing independen lea ning in acco dance wi h he p inciples o
compe ence-based educa ion acili a es he adop ion o ac i e lea ning me hods, os e s s uden s’
c ea i e abili ies, and enables a shi om g oup-based ins uc ion o indi idualized lea ning ailo ed
o s uden s’ abili ies and u u e p o essional equi emen s.
In his ega d, he quali y o eaching and he e ec i eness o s uden s’ independen wo k a e di ec ly
linked o he s uc u e o he educa ional p ocess, he didac ic ools employed, and he eaching
me hods and echnologies applied. P ope ly selec ed didac ic esou ces, ins uc ional app oaches, and
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o ganiza ional me hods con ibu e o he de elopmen o s uden s’ c ea i i y, suppo he o ma ion
o p o essional compe encies, and enhance hei lea ning ac i i y.Bolonya ja ayoni - bu E opa
mamlaka la i o asida oliy a’limni uyg‘unlash i ish ja ayonidi . U ushunish oson bo‘lgan a o‘xshash
oliy a’lim da ajala izimini ya a ishni, a’limda k edi -modul izimiga o‘ ishni, a’lim si a ini
a’minlashda e kin akademik ha aka lanishni a E opadagi a’lim hamko ligini o‘z ichiga oladi.
Qisqa qilib ay ganda, bu E opa mamlaka la ining oliy a’lim izimla ini uyg‘unlash i ish, ha bi
kishi uchun eng a ishda a’limni a’minlash, in ellek ual, madaniy, ij imoiy, ilmiy a exnologik
salohiya ni shakllan i ish a mus ahkamlash, a’lim si a ini akomillash i ish ja ayonidi .
In de eloping a na ional model based on he c edi educa ion sys em in Uzbekis an, i is ad isable o
selec a eliable amewo k ha ensu es high-quali y highe educa ion and acili a es in eg a ion in o
global educa ional p ocesses. This model d aws on he s eng hs o bo h he Eu opean ECTS c edi
sys em and he Ame ican c edi -hou sys em. The ECTS s uc u e, aking in o accoun he
mul ina ional adi ions o Eu ope, enables he ha moniza ion o a ious educa ional sys ems. The
key issues emphasized wi hin he c edi –module sys em include he ollowing [2]:
ensu ing s uden s’ independen lea ning;
e alua ing s uden s’ knowledge h ough a a ing-based assessmen sys em;
de eloping and imp o ing modula eaching echnologies;
enhancing he me hodological suppo o academic disciplines o s eng hen s uden s’ independen
s udy.
The main objec i es o he c edi –module sys em can be summa ized as ollows:
o ganizing he educa ional p ocess on a modula basis;
de e mining he c edi alue o each subjec and cou se;
assessing s uden s’ pe o mance using a a ing-based e alua ion mechanism;
c ea ing oppo uni ies o s uden s o de elop indi idualized s udy plans;
inc easing he p opo ion o independen lea ning wi hin he educa ional p ocess;
adap ing educa ional p og ams as equi ed by labo ma ke demands and ensu ing hei lexibili y;
enabling s uden s o choose cou ses and ins uc o s.
As is e iden , he p epa a ion o compe en specialis s equi es pa icula emphasis on s uden s’
independen lea ning ac i i ies.
Cu en ly, a ious app oaches exis ega ding he o ganiza ion o independen s uden wo k. Some
esea che s conside independen s udy as he p ocess o s uden s comple ing, comp ehending, and
independen ly in e p e ing asks assigned by ins uc o s. O he s desc ibe his phenomenon only by i s
ex e nal cha ac e is ics. Ye ano he g oup de ines independen wo k as he p ocess o acqui ing new
knowledge au onomously, mas e ing i on a deepe le el, egula ing one’s own lea ning pace, and
alloca ing ime o explo ing assigned ques ions.
The e o e, independen s udy is no me ely a o m o lea ning bu also an essen ial ins uc ional ool.
In his ega d, s uden s mus pe o m se e al key unc ions o acqui e new knowledge and skills:
de elopmen al, in o ma ional–ins uc ional, guiding, mo i a ional, educa ional, and esea ch
unc ions [3].
The analysis o disse a ions and schola ly-me hodological wo ks demons a es ha al hough a ious
educa ional ools ha e been used o o ganize independen s uden wo k in he eaching p ocess o
highe educa ion ins i u ions, such ac i i ies ha e no been sys ema ically documen ed and ha e no
been ega ded as an independen ins uc ional ool. Long- e m eaching expe ience shows ha he
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in eg a ion o di e se didac ic ools in o he educa ional p ocess enables s uden s o mas e subjec s
mo e e ec i ely and con ibu es o he o ma ion o compe encies equi ed o u u e enginee s in
acco dance wi h s a e educa ional s anda ds.
Li e a u e Re iew and Me hodology. Many schola s and esea che s ha e examined a ious issues
ela ed o s uden s’ independen lea ning. In pa icula , S.I. A khangelskiy, M.N. Akhme o a, N.V.
Bo do skaya, V.Ya. Lyadis, P.I. Pidkasis y, and A.P. T yapi syna ha e s udied he o ganiza ional
aspec s o independen lea ning. The condi ions necessa y o de eloping he “indi iduali y” o
s uden s’ independen wo k ha e been explo ed in he esea ch o E.H. Vo ono a and I.A. I ano .
The de elopmen o s uden s’ c ea i e ac i i y is discussed in he wo ks o S.N. Gayday and V.P.
Ushachyo a. Independen s udy as a ac o con ibu ing o s uden s’ indi iduali y has been examined
by A.K. Vo s e a, I.A. Dubo e s, and E.V. Ospenniko a. In addi ion, V.Ya. Lyadis, P.I. Samoylenko,
G.V. Shi onina, and o he schola s ha e conduc ed esea ch on o ganizing s uden s’ independen wo k
h ough a ious didac ic lea ning ools, while A.E. Zhuko a, N.V. Sme anina, L.V. Tu kina, and
se e al o he esea che s ha e in es iga ed ways o inc ease he e ec i eness o independen s udy.
Signi ican con ibu ions o he use o didac ic lea ning ools in he e ec i e o ganiza ion o s uden s’
independen wo k ha e also been made by V.P. Bespalko, N.V. Bo do skaya, L.Ya. Zo ina, Yu.G.
Ta u , N.L. Shubina, N.E. E gano a, and o he s.
Among Uzbek pedagogical schola s, T.T. Shoima dano , N. Sayidahmedo , P.T. Magzumo , O.
Kh.To‘ aqulo , A.R. Khodjaboe , R. Ma lono a, U.N. Nishonaliye , E.T. Cho iye , O.A. Qo‘ysino ,
and o he s ha e discussed he o ganiza ional and me hodological ounda ions o s uden s’
independen lea ning in hei esea ch.
Independen lea ning as a pedagogical issue has been explo ed by T.R. Niyazme o a, R. Saido a,
A.I.Akhmedo , B.M.Tu dibae a, U.Q.Tolipo , Sh.S.Sha ipo , Z. Nishono a, J. Tolipo a, N.
Khalilo , S. Ma chano , and o he s.
In e na ional pedagogical p ac ice demons a es se e al key ends in he de elopmen o highe
educa ion:
• mode n socio-cul u al condi ions equi e he implemen a ion o he concep o li elong
lea ning, meaning ha s uden s mus con inuously upda e and expand hei knowledge;
• in an in o ma ion-o ien ed socie y, signi ican changes a e equi ed in he o ganiza ion o he
educa ional p ocess: educing class oom hou s and eplacing passi e lec u e lis ening wi h an
inc eased sha e o s uden s’ independen wo k;
• he ocus o educa ion is shi ing om eaching independen wo k o acili a ing i s meaning ul
mas e y.
In con empo a y condi ions, he aining o compe en specialis s equi es ins uc o s o
sys ema ically supe ise and suppo s uden s’ independen ac i i ies as one o he p ima y ools o
he ins uc ional p ocess.
S uden s’ independen wo k may be classi ied acco ding o he place and ime o i s implemen a ion,
as well as he deg ee o eache supe ision and assessmen . These include:
• independen wo k conduc ed du ing class oom ac i i ies (lec u es, semina s, labo a o y
wo k);
• eache -supe ised independen wo k, including planned consul a ions and p epa a ion o
es s and examina ions;
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• ou -o -class independen asks o academic o c ea i e na u e comple ed by he s uden
indi idually.
Me hods. In any con ex , he e ec i e o ganiza ion o s uden s’ independen wo k equi es, i s o
all, he de elopmen o i s p ojec amewo k, condi ions o implemen a ion, and he mechanisms
h ough which i will be ca ied ou . The o ganiza ion o independen s udy mus be based on well-
de ined equi emen s and expec a ions, and he eliabili y o he in o ma ion p o ided is o c i ical
impo ance. To achie e his, he use o se e al me hodological app oaches is ecommended. The
heo e ical ounda ions o independen wo k and i s assigned objec i es, as well as he condi ions and
me hods o conduc ing expe imen al esea ch, mus be clea ly es ablished. The ollowing me hods
a e ypically employed in he p ocess o implemen ing independen lea ning:
1. Sys ems analysis me hods (including mo phological and unc ional-pa ame ic
cha ac e is ics).
2. S a is ical me hods (no ma i e, compa a i e, andom e alua ion me hods, change- acking
me hods, cons uc i e-c i ical analysis, e c.).
3. Su ey me hods such as in e iews, ques ionnai es, and sociological inqui y.
The use o a sys ems-based app oach in enginee ing- ela ed independen wo k enables he
iden i ica ion o nume ous in e ac ing elemen s wi hin a gi en p ocess, he de e mina ion o he mos
in luen ial ac o s, and he de elopmen o e ec i e s a egies o in luencing hem.
S a is ical me hods—such as no ma i e, compa a i e, andom e alua ion, change-moni o ing
echniques, and cons uc i e-c i ical analysis—a e pa icula ly essen ial when designing and
implemen ing enginee ing p ojec s wi hin s uden independen wo k.
The no ma i e me hod, in pa icula , se es o es ablish o e all e alua ion c i e ia o p ojec
ac i i ies. I elies on speci ic guidelines ha add ess ques ions such as “how some hing should be
done,” “how a sys em o subsys em should unc ion,” o “how ce ain documen s should be
o malized.” As a ule, hese s anda ds a e de ined in he legal and egula o y amewo k h ough
es ablished models, empla es, and o ma s, agains which he ac ual le el o p ojec pe o mance is
assessed [4].
In mode n highe educa ion ins i u ions, he mos essen ial ool o enhancing s uden s’ p o essional
p epa edness unde he guidance o ins uc o s is he e ec i e and well-s uc u ed implemen a ion o
independen lea ning.
The echnological o ganiza ion o s uden s’ independen wo k may include he ollowing
componen s:
• Technology o selec ing goals o independen lea ning. These mus be clea ly de ined in
s a e educa ional s anda ds, quali ica ion equi emen s, p o essional amewo ks, cu icula goals,
sys ems, and echnologies.
• Technology o selec ing he con en o independen lea ning. This includes he con en
p esc ibed by s a e s anda ds, educa ional esou ces (li e a u e, p ac ical expe ience, sel -analysis),
and s uden s’ indi idual psychological cha ac e is ics.
• Technology o designing asks. Assignmen s mus co espond o a ious le els o lea ning
objec i es, e lec he con en o each subjec , and encompass di e en ypes o s uden ac i i ies and
le els o knowledge acquisi ion.
• Technology o o ganizing assessmen . This in ol es selec ing app op ia e assessmen
ools, de e mining s ages o assessmen , and de eloping a ious o ms o e alua ion.
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Independen wo k plays a pa icula ly signi ican ole in he s udy o specialized subjec s, as i
mo i a es s uden s o engage wi h essen ial li e a u e and os e s he de elopmen o decision-making
skills. Fo his eason, designing case-based assignmen s o g oups o s uden s is conside ed a
p omising pedagogical app oach, as i nu u es collabo a i e c ea i i y. This o m o ac i i y eaches
s uden s o dis ibu e oles wi hin a eam, comple e indi idual assignmen s, and e alua e he ou comes
o collec i e wo k. Consequen ly, s uden s acqui e new knowledge mo e easily and apidly and gain
a clea e and deepe unde s anding o p ocesses in which hey a e di ec ly in ol ed.
The use o in o ma ion echnologies, educa ional pla o ms, and o he digi al ools in o ganizing
independen s udy p o ides s uden s wi h aluable oppo uni ies, such as de eloping models based
on eal-wo ld p ocesses and inco po a ing p obabilis ic cha ac e is ics de i ed om eal-li e
phenomena. The inco po a ion o compu e echnologies in o he lea ning p ocess undoub edly
equi es bo h ins uc o s and s uden s o possess s ong compe encies in he ield o mode n
in o ma ion echnologies.
Independen s udy is inhe en ly ac i i y-based, and he e o e i s s uc u e inco po a es se e al
essen ial componen s cha ac e is ic o pu pose ul ac i i y: mo i a ional ac o s, ask o mula ion,
selec ion o app op ia e me hods o comple ing he ask, and moni o ing o he ou comes [5].
To ensu e he success ul comple ion o independen wo k, he ollowing condi ions mus be me :
• s imula ion o s uden s’ lea ning asks;
• clea unde s anding o he assigned objec i es;
• s uden s’ su icien heo e ical knowledge and skills o execu e he ask and ollow he
equi ed algo i hm;
• explici de ini ion by he ins uc o o he ask olume, me hod o submission, epo ing
o ma , and deadlines;
• iden i ica ion o consul a ion ypes (in oduc o y, hema ic, o p oblem-o ien ed);
• es ablishmen o e alua ion c i e ia, epo ing p ocedu es, e c.;
• de e mina ion o con ol me hods and o ms (semina s, assessmen asks, es s, p ac ical
sessions, and o he s).
Mo i a ion plays a c ucial ole in he e ec i e o ganiza ion o s uden s’ independen wo k.
Th ee main ypes o mo i a ion a e dis inguished:
1. Ex e nal mo i a ion – ela ed o he s uden ’s unde s anding ha academic esul s in luence
u u e p o essional ca ee oppo uni ies.
2. In e nal mo i a ion – associa ed wi h he s uden ’s pe sonal in e es , ap i ude, and academic
o ien a ion. Be o e en e ing uni e si y, s uden s’ p e e ences can be iden i ied h ough diagnos ic
es s and ques ionnai es.
3. P ocess (lea ning) mo i a ion – exp essed in he s uden 's awa eness o he use ulness o he
ask being comple ed. This equi es psychological alignmen wi h he signi icance o he ac i i y in
e ms o p o essional eadiness, b oadening o wo ld iew, and deepening o subjec knowledge.
S uden s should unde s and ha independen wo k enhances hei abili y o g asp lec u e con en
mo e ho oughly and se es as an in eg al pa o cou se p ojec s and g adua ion heses.
To illus a e his mo i a ional amewo k, le us conside he example o a speci ic discipline:
The goal o eaching he subjec “Compu e Sys ems and Ne wo ks” is o equip s uden s wi h he
knowledge and skills equi ed o designing local and global ne wo ks. S uden s lea n o base
ne wo k design on he OSI model, selec app op ia e IP add essing schemes o ne wo k de ices,
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and ensu e eliable da a ansmission ac oss he ne wo k. Fu he mo e, he cou se de elops
compe encies ela ed o ne wo k secu i y, enabling s uden s o design sys ems ha p ese e da a
in eg i y, con iden iali y, and a ailabili y.
The cou se consis s o 150 o al hou s, o which 60 hou s a e alloca ed o class oom
ins uc ion and 90 hou s o independen s udy. The subjec is assigned 5 c edi s, and s uden
pe o mance is assessed in acco dance wi h he c edi –module sys em.
To enhance he e ec i eness o independen wo k wi hin his subjec , s uden s may be
assigned case-based asks in ol ing he de elopmen o ne wo k opologies, simula ion o da a low
ac oss mul i-laye ed a chi ec u es, o con igu ing ne wo k de ices using indus y-s anda d ools
(e.g., Cisco Packe T ace , GNS3). Such assignmen s ein o ce heo e ical knowledge h ough
p ac ical applica ion and p omo e p oblem-sol ing skills essen ial o mode n IT specialis s.
Addi ionally, in eg a ing lea ning analy ics ools enables ins uc o s o moni o s uden
pe o mance in eal ime, iden i y lea ning gaps, and ailo guidance o indi idual needs— hus
ensu ing a mo e pe sonalized and compe ency-based educa ional expe ience.
Resul s and Discussion. In ou p ac ical wo k, we implemen ed a se o measu es aimed a o ganizing
independen lea ning and inc easing s uden engagemen in he subjec “Compu e Sys ems and
Ne wo ks.” These measu es included:
• De eloping ques ions and asks ela ed o each opic co e ed in he class oom o ein o ce
and consolida e s uden s’ unde s anding;
• P epa ing bo h indi idual and g oup-based assignmen s o encou age collabo a i e lea ning
and eamwo k skills;
• C ea ing ins uc ional guidelines o using he Cisco Packe T ace so wa e applica ion o
enhance labo a o y and p ac ical aining in he cou se;
• P o iding s uden s wi h a ious educa ional esou ces— ex books, schola ly publica ions,
online ma e ials, ideo and audio con en — o suppo independen s udy and p ojec -based
submissions;
• P epa ing addi ional opics o independen lea ning based on he quali ica ion equi emen s
o he educa ional p og am, ensu ing ha s uden s acqui e he compe encies necessa y o become
quali ied enginee s;
• C ea ing oppo uni ies o s uden s o upload and submi hei independen wo k h ough an
online educa ional pla o m;
• In ol ing olun ee specialis s om indus y o e alua e he comple eness and quali y o he
independen wo k submi ed by s uden s.
In conclusion, s uden s’ independen wo k plays a c ucial ole in he p epa a ion o u u e compe en
specialis s, as i en iches lea ne s wi h new knowledge, encou ages hem o ind solu ions in non-
s anda d si ua ions, and os e s hei decision-making skills.
To inc ease he e ec i eness o independen wo k, i is essen ial o p o ide s uden s wi h app op ia e
o ganiza ional me hods, o ma s, and he necessa y ins uc ional and me hodological esou ces.
Equipping s uden s wi h mode n labo a o y en i onmen s, echnologies, and ins uc ional ools is
i al o de eloping hei p o essional skills, enhancing hei compe encies as specialis s, and
ele a ing hei esea ch ac i i ies o a new le el.
Mo eo e :
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• he scope o each assignmen should be designed in such a way ha s uden s can ho oughly
apply hei heo e ical and p ac ical knowledge and p o ide w i en esponses o all ques ions wi hin
he allo ed ime;
• all asks wi hin he discipline should ideally be de eloped wi h a uni o m le el o complexi y;
• each assignmen should con ain ques ions ha equi e p ecise and well-s uc u ed answe s;
• educa ional ma e ials should include ques ions ha guide s uden s owa d independen
explo a ion o he ele an con en ;
• ques ions o asks based on lec u e ma e ial should no eplica e one ano he in con en ,
ensu ing di e si y and comp ehensi e assessmen o lea ning.
I is impo an o emphasize ha he de elopmen o s uden s’ sel - egula ion compe encies plays a
signi ican ole in he p ocess o independen lea ning. S uden s who a e able o plan, moni o , and
e alua e hei own lea ning ac i i ies become be e p epa ed o u u e p o essional p ac ice, as hey
de elop he abili y o make independen decisions, ac esponsibly, and con inuously upda e hei
knowledge.
Fu he mo e, he in eg a ion o digi al esou ces in o independen lea ning subs an ially enhances he
e ec i eness o s uden s’ academic ac i i ies. Online pla o ms, simula o s, educa ional so wa e, and
i ual labo a o ies enable s uden s o acqui e deepe unde s anding o cou se opics and engage in
p oblem-o ien ed asks ha e lec eal-wo ld challenges. This app oach ully co esponds o he
equi emen s o mode n pedagogy.
Ano he impo an aspec is ha independen wo k os e s he de elopmen o c i ical hinking,
analy ical skills, p oblem o mula ion, c ea i e p oblem-sol ing, and esea ch eadiness—all o
which a e essen ial o he comple ion o inal-yea p ojec s and scien i ic esea ch ac i i ies.
The e o e, independen lea ning should be iewed no me ely as a o m o academic ac i i y bu as a
pedagogical ool ha con ibu es o s uden s’ p o essional ma u i y.
REFERENCES
1. Dec ee o he P esiden o he Republic o Uzbekis an “On he App o al o he Concep o
he De elopmen o he Highe Educa ion Sys em o he Republic o Uzbekis an un il 2030.”
A ailable a : h ps://lex.uz/docs/-4545884
2. Bol ae a, M.L. (2022). Rele ance o S uden s’ Independen Lea ning Ac i i ies in he C edi –
Module Educa ion Sys em. Ucheny XXI Veka, No. 5-1 (86), pp. 46–49.
3. Rakhma o , S.S. (2022). Use o Didac ic Capabili ies o In o ma ion Technologies in he
Educa ional P ocess. In: In o ma ion and Communica ion Technologies: Achie emen s, P oblems,
Inno a ions (ICT-2022), pp. 198–201.
4. Mishin, I.N. (2022). Implemen a ion o P ojec -Based Ac i i ies in he Sys em o S uden -
Cen e ed Lea ning. Highe Educa ion in Russia, Vol. 31, No. 3, pp. 141–150.
5. Mi suk, O.V. (2011). Independen Wo k as a Condi ion o he P o essional Sel -Imp o emen
o Teache s in he Educa ional P ocess o Con inuing P o essional Educa ion Ins i u ions. Ves nik
TSPU, Issue 6 (108), pp. 27–32.
