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EDITORIAL OPPORTUNITIES FOR DEVELOPING
INFORMATION CULTURE IN STUDENTS
H.O. Abdusama o na
Senio Lec u e o Te mez S a e Uni e si y o Enginee ing and Ag o echnologies
h ps://doi.o g/10.5281/zenodo.17538813
Abs ac . In his a icle, he e m "shaping in o ma ion cul u e" is used o e e o he
humaniza ion o alue o ien a ions and poin s o iew, de e mined (de e mined) by he in e ac ion
o speci ic business ac o s and ex e nal condi ions, he subjec o edi o ial ac i i y, knowledge in
he in o ma ion en i onmen , in e ac ion, mu ual ela ions, ac i i y, he de elopmen o a li es yle
based on in o ma ion, The a icle co e s app oaches o he unde s anding o in o ma ion as an
a i icial-na u al p ocess o indi idual changes aimed a he c ea ion, s o age, p ocessing,
dis ibu ion and consump ion o in o ma ion as an objec o cul u e.
Keywo ds: in o ma ion, cul u e, ac i i y, enewal, p oblems. globaliza ion,
communica ion, echnologies, echnological, media, a i icial-na u al.
In oduc ion. The idea ha educa ion should be ca ied ou in ha mony wi h na u e
o igina ed in ancien imes and was e lec ed in he wo ks o Democ i us, Pla o, and A is o le. This
p inciple was la e sys ema ized by he 17 h-cen u y schola John Amos Comenius. I s essence is
as ollows: na u al ac o s play a c ucial ole in he de elopmen (p og ess) o a human being.
The e o e, in c ea ing condi ions o de elopmen , i is necessa y o ea a pe son as a pa o
na u e, elying on his o he inna e capaci ies and na u al po en ial. In o he wo ds, in o ganizing
any kind o ac i i y—including in o ma ion- ela ed ac i i y—i is essen ial o ake in o accoun
he lea ne s’ na u al abili ies, since “whe e abili ies do no lead he way, e o is in ain; s uggling
agains na u e is u ile.”
The ac i i y o ganized wi hin he amewo k o highe educa ion mus be aimed a bo h he
explici and la en po en ials o s uden s. This app oach ensu es ha he in eg i y o he lea ne s’
inne wo ld is ha moniously connec ed wi h ex e nal educa ional in luences. The ealiza ion o
his p ocess in ex acu icula ci cles (o online lea ning en i onmen s) equi es a di e en ia ed
and indi idualized app oach, which o e s he lea ne he oppo uni y o choice and sel -
exp ession. Logically, his leads us o he nex pedagogical p inciple.
The P inciple o Pedagogical Managemen . Wi hin he con ex o an In e ne -based
educa ional en i onmen , pedagogical managemen can be unde s ood as he p ocess o di ec ing
he de elopmen o s uden s’ pe sonal po en ial. Managemen , as a unc ional ac i i y, in ol es
main aining he s uc u e o he o ganized sys em, suppo ing i s plan o ac ion, implemen ing he
p og am, and ensu ing he achie emen o goals [48; 52; 74; 94; 124]. The o ganize o he p ocess
pe o ms a se o gene al managemen unc ions such as goal-se ing, analysis, planning, decision-
making, o ganiza ion o ac ions, coo dina ion, and egula ion. Among he speci ic asks o
managemen is pedagogical mo i a ion (encou agemen ). We ag ee wi h A. L. Umansky, who
de ined pedagogical encou agemen as “ he c ea ion o mo i a ional condi ions o an indi idual’s
socially signi ican ac i i y.”
The P inciple o Cul u al Con o mi y. Fo mula ed in he 19 h cen u y, his p inciple
emphasizes ha educa ion mus be based on uni e sal human alues and co espond o he cul u al
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no ms ha do no con adic hem. In he p ocess o de eloping in o ma ion cul u e, lea ne s
should become acquain ed wi h he di e en laye s o cul u e, socie y, and he wo ld, adap o
con inuous changes wi hin hemsel es and hei su oundings, and lea n o mi iga e he nega i e
consequences o inno a ions. F om he s andpoin o applying he p inciple o cul u al con o mi y
o he de elopmen o in o ma ion cul u e, educa ion should be ca ied ou in acco dance wi h
cul u e i sel . This means amilia izing s uden s wi h all he achie emen s and bene i s o human
cul u e, including i s he i age—science, echnology, echnological p og ess, gene al cul u e, and
social alues. Resea che s such as V. M. Bim-Bad, A. V. Pe o sky, and o he s emphasize ha in
mode n educa ion, he main ocus o eaching me hods and o ms has shi ed om memo izing
ac s o expe iencing and comp ehending eali y, and o applying he cul u e being s udied o sol e
pe sonal p oblems.
The p inciple o he cul u al app oach is based on unde s anding he deep in e ac ion
be ween he ca ego ies o in o ma ion and cul u e, and on he idea ha in o ma ion cul u e
cons i u es an in eg al pa o a pe son’s gene al cul u e. F om his pe spec i e, in o ma ion cul u e
shapes a pe son’s wo ld iew, de e mines hei goals and objec i es, and os e s he de elopmen
o alue o ien a ions owa d in o ma ion as a cul u al elemen . Mo eo e , i p e en s he
dehumaniza ion and eplacemen o spi i ual alues ha may occu as a esul o he unp eceden ed
g ow h and de elopmen o scien i ic, echnological, and in o ma ional achie emen s in he
in o ma ion socie y.
The p inciple o dialogic in e ac ion be ween eache s and s uden s p esupposes ha ,
wi hin he con ex o highe educa ion and In e ne -based lea ning en i onmen s, he p ocess o
social and educa ional ac i i y should be o ganized acco ding o he capabili ies and po en ial o
he s uden s. Collabo a ion and dialogue be ween eache s and lea ne s should o m he ounda ion
o hei mu ual ac i i y. E en when conduc ed wi hin a g oup, dialogue mus emain pe sonally
o ien ed owa d each pa icipan , ensu ing hei ac i e and meaning ul engagemen . Summa izing
he abo e p inciples, i should be emphasized ha hey ep esen he key equi emen s and
undamen al ules o he p ocess we a e o ganizing. The p ocess o de eloping s uden s’
in o ma ion cul u e should be designed on he basis o sys emic, ac i i y-based, echnological, and
in eg a i e app oaches.
We applied he sys emic app oach o cons uc he heo e ical amewo k o he esea ch
subjec , o syn hesize a ious o ms o knowledge abou he discipline, o de ine he con en o he
o ma ion o in o ma ion cul u e, and o subs an ia e he pedagogical condi ions o i s modeling.
The sys emic app oach makes i possible o unde s and he in eg i y o he phenomenon o
in o ma ion cul u e and o o e come he agmen a ion o me hodological bases in s udying i s
adi ional componen s—such as in o ma ion echnologies, ne wo k communica ion cul u e, and
compu e li e acy. This app oach also enables he achie emen o a new quali a i e le el,
consis en wi h he hesis ha “ he whole is g ea e han he sum o i s pa s.” I allows o
exp essing he concep o in o ma ion cul u e as a key condi ion o e ec i e ac i i y in add essing
he p oblem o s uden s’ p epa edness in he ield o in o ma ion educa ion. The essence o he
sys emic app oach lies in iden i ying he p ope ies o sys em objec s and imp o ing hem, which
is e lec ed in he ollowing pedagogical p inciples and egula i ies.
a) The in eg i y o he sys em in ela ion o i s ex e nal en i onmen means ha he sys em
is s udied oge he wi h i s en i onmen . F om his pe spec i e, educa ional issues o m an
independen scope o p oblems bu a e s udied in close connec ion wi h social and economic
de elopmen and he equi emen s o socie y.
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b) Di iding he whole in o s uc u al pa s ha lead o he isola ion o i s elemen s. The
p ope ies o he elemen s depend on hei belonging o a pa icula sys em, and he p ope ies o
he sys em a e no de e mined (o limi ed) by he p ope ies o he sum o i s elemen s.
c) I is necessa y o iden i y he mos impo an elemen ( he de ining one) in he sys em,
called he “connec ion” ha o ms he sys em. In an “open” educa ional sys em, he ela ionships
be ween he indi idual and a ious educa ional condi ions and sou ces ac as his connec ion, while
in a “closed” educa ional sys em, he ela ionship be ween he “educa o and he lea ne ” se es
his ole.
d) The se o elemen s ep esen s he s uc u e and o ganiza ion o he sys em objec s.
These concep s exp ess he o de liness o he sys em, he in e connec ion, and in e dependence o
i s elemen s. Fo example, in any goal-o ien ed sys em, including pedagogical ones, he ca ego ies
e lec ing i s main elemen s a e: goals–con en –condi ions–means–ways o implemen a ion and
de elopmen – esul s.
e) A special me hod o egula ing he ela ionships be ween sys em elemen s is
managemen , which includes goal se ing, selec ion o means, moni o ing esul s, and making
co ec ions (adjus men s).
The ac i i y-based app oach was applied o ensu e he unc ioning laws o he pedagogical
model, o shape he s uden ’s skills and upb inging, and o implemen he s ep-by-s ep and
con inuous p ocess o o ming s uden s’ in o ma ion cul u e in he In e ne clubs a schools. The
p inciple o he ac i i y-based app oach means ha he o ma ion o s uden s’ in o ma ion cul u e
should be cons uc ed no om he pe spec i e o a lib a ian explaining how a lib a y, in o ma ion
se ice, o compu e wo ks, o amilia izing lea ne s wi h he echnical de ails o compu e
echnology, bu a he om he pe spec i e o he consume o use . I should be based on he
in o ma ional asks ha such indi iduals need o sol e in he cou se o hei educa ional,
p o essional, o leisu e ac i i ies.
The ac i i y-based app oach in ol es s udying he eal p ocess o s uden s’ in e ac ion wi h
he su ounding en i onmen and ensu es he solu ion o signi ican li e asks. In his case, a pe son
ac s as a subjec o in e ac ion, pe o ming a ious sequences o ac ions and se ing as an ac i e
p inciple (sou ce o ac i i y). F om he pe spec i e o applying he ac i i y-based app oach o he
p oblem o o ming in o ma ion cul u e, his app oach aims o e eal he essence and s uc u e o
such cul u e by iden i ying and desc ibing he me hods o ac ion ha lead s uden s owa d he
e ec i e acquisi ion o ele an knowledge. A he same ime, mas e ing knowledge in ol es
consolida ing ce ain ac ions and acqui ing new ones ha media e he de elopmen o s uden s’
gene al abili ies and beha io al pa e ns. Knowledge is no me ely ansmi ed; i is acqui ed by
lea ne s in he p ocess o hei own ac i i y. In he cou se o implemen ing such ac i i y, he abili y
o meaning ully analyze and design he ou comes o he ac i i y becomes especially signi ican .
The p inciple o he echnological app oach makes i possible o iew he p ocess o
o ming s uden s’ in o ma ion cul u e as a pedagogical echnology ha encompasses a se o
me hods and means aimed a achie ing he desi ed esul . This p inciple equi es de ining he inal
ou come in de ail and es ablishing manda o y con ol o ob ain esul s ha mee speci ied
pa ame e s. The p ocess o o ming s uden s’ in o ma ion cul u e can be conside ed echnological
only i :
– i is guided by a clea ly de ined goal, ac i i y p og am, and a sequence o ac ions
(cu iculum) ha lead o achie ing he goal;
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– he e a e a ailable means o implemen ing he se goals (educa ional, me hodological,
echnical, e c.);
– a each s age, he e a e es ablished equi emen s o he inal p oduc (knowledge and
skills);
– he e exis measu emen ools ( es s, assignmen s, e c.) o e alua e he le el o
in o ma ion cul u e.
To ensu e he success o he s uden s’ lea ning p ocess, we applied a comp ehensi e
app oach, which encompasses:
– in luencing a ious domains o s uden s’ de elopmen (cogni i e–wo ld iew,
emo ional– oli ional, c ea i e–p ac ical);
– aking in o accoun all sphe es o pe sonal li e ( amily, class oom, educa ional
ins i u ions, e c.);
– using di e se eaching and educa ional me hods and ools.
A he In e ne club unc ioning unde he highe educa ional ins i u ion as an educa ional
and upb inging o ganiza ion, we elied on he abo e-men ioned p inciples and app oaches o o m
s uden s’ in o ma ion cul u e and iden i ied he pedagogical condi ions ha ensu e he
e ec i eness o his p ocess. Thus, by pedagogical condi ions, he au ho p oposes o unde s and
he si ua ional ac o s and ci cums ances ha in luence (and a e e lec ed in) he achie emen o
he desi ed ou come. The esea ch makes i possible o iden i y he ollowing age-speci ic
cha ac e is ics o s uden s:
– an inc eased need o social sel -exp ession and independence;
– o ien a ion owa d he u u e, including li es yle, p o essional choice, and ole models
( he need o sel - espec and sel -de e mina ion);
– s i ing o coope a ion wi h adul s;
– s eng hening he ole o p agma ic mo i a ion in one’s ac ions.
A his age, abs ac -logical hinking de elops, and pe cep ions abou he wo ld become
mo e p o ound, which in u n helps o shape a pe son’s in o ma ion cul u e. The main ac i i y o
he In e ne club, due o he speci ic ea u es o i s subjec (science o opic), a ac s child en
in e es ed in compu e and new in o ma ion echnologies. Wi hin his app oach (acco dingly), he
o ganiza ion whe e s uden s and eache s can adhe e o he ollowing concep s, condi ions, and
p inciples is conside ed e ec i e:
mu ual us among all pa icipan s in he pedagogical p ocess;
adhe ence o all mo al and e hical s anda ds;
join de elopmen o educa ional goals and collec i e pa icipa ion in achie ing hem.
Na u ally, e e yone does his acco ding o hei skills and le el o knowledge, bu
e e yone’s opinion is aken in o accoun and discussed;
s uden s’ and eache s’ unde s anding o hei pa icipa ion in sol ing highe educa ion
issues and o ganizing wo k;
con inuous ac i i ies (discussions, e lec ions) aimed a ensu ing a sha ed unde s anding o
educa ional alues wi hin he ins i u ion;
coope a ion and mu ual communica ion be ween s uden s and eache s;
wo king based on dialogue and discussion as a lea ning me hod;
ac i e pa icipa ion o all in eely coo dina ed educa ional ac i i ies leading o he in ended
esul s.
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The “highe educa ion communi y” is conside ed a eal way o build a new ype o socie y.
This does no equi e global s uc u al changes o signi ican inancial expenses, ye he esul is
democ a ic, cha ac e ized by “ amily-like” mu ual ela ions, which may se e as a eal model o
social in e ac ion o s uden s in gene al socie y. Thus, he alue o in o ma ion la gely depends
on he me hod o ob aining i and he speci ic si ua ion in which i is applied.
Figu e 1. The Objec i e Need o In o ma ion Resou ces.
I is impossible o di ec ly ans e he as expe ience a ailable in o he coun ies o he
highe educa ion ins i u ions o ou coun y, since he o ma ion o a communi y la gely depends
on he na ional and social cha ac e is ics o a pa icula coun y and egion. The e o e, i canno
be simply copied om one coun y o ano he . Howe e , igno ing i , ailing o analyze i , and no
implemen ing i s scien i ically g ounded adap a ion would also be a mis ake. The s udy o social
psychology and communica ion psychology helps eache s change hei pe spec i es (posi ions)
and hei me hods o communica ion wi h s uden s. The achie emen s o managemen and
educa ional psychology assis school p incipals in ans o ming hei wo k wi h eaching and
s uden g oups.
In ou expe imen al esea ch, his condi ion was ensu ed h ough he use o indi idual and
g oup p ojec asks wi hin me hodological echnologies (de eloping and egula ly upda ing
In e ne websi es and pages, c ea ing elec onic p esen a ions, es applica ions, educa ional
suppo p og ams o a ious subjec s, design p ojec s, and o he s). This also included collec ing,
p ocessing, and publishing in o ma ion abou e en s, plans, and achie emen s in highe educa ion
on he In e ne . Fu he mo e, he membe s o he club p o ided indi idual assis ance o o he
s uden s in p epa ing essays and c ea i e wo ks, ge ing eady o subjec Olympiads, sea ching
o in o ma ion, and pa icipa ing in dis ance con es s and educa ional o ma s. This helped d aw
s uden s’ a en ion o he social signi icance o in o ma ional ac i i y, de elop hei in o ma ion
needs and in e es s, and assis hem in de e mining hei u u e p o essional o ien a ion. On he
o he hand, inc easing he s a us o In e ne club membe s wi hin he communi y and p omo ing
in o ma ional ac i i y con ibu ed o e ec i e use o he oppo uni ies o e ed by global ne wo ks.
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