Strengthening social responsibility among students in New Uzbekistan through reforms and achievements
Abstract:
Purpose: This study aims to evaluate the impact of education reforms under the “New Uzbekistan” initiative on university students’ social responsibility, with a specific focus on their civic engagement and participation in community-based actions, thereby assessing how well these reforms translate into actual socially responsible behavior among students.
Research methodology: This study employs a qualitative interpretive phenomenological approach to examine how university students in Uzbekistan internalize social responsibility through educational values, career choices, and moral upbringing. Data will be gathered via interviews and focus groups with students, educators, and parents to explore the influence of cultural norms, institutional mentorship, and family expectations. The goal is to identify key educational and familial factors that foster civic awareness and responsible decision-making among youth in the context of New Uzbekistan.
Results: In the context of New Uzbekistan, developing youth social responsibility is deeply rooted in moral education, respect for knowledge, and the active application of intellectual and ethical values in society. Through family upbringing, institutional learning, and national initiatives like youth competitions, students are encouraged to become responsible, community-minded individuals who use their knowledge for societal betterment. Emphasizing values from Islamic teachings and the insights of national scholars, this approach fosters a generation that is both intellectually capable and morally grounded.
Conclusions: Youth social responsibility plays a vital role in shaping their personal growth, societal engagement, and leadership potential, while fostering collaboration and innovation through modern knowledge and digital platforms. This not only enhances their global competitiveness but also contributes to the prosperity and well-being of society.
Limitations: This study is limited by its qualitative focus on sociocultural narratives and philosophical foundations within the context of New Uzbekistan, which may not fully capture the diversity of youth experiences across different regions or socioeconomic backgrounds. The research also relies heavily on interpretive insights rather than measurable indicators, which restricts generalizability.
Contribution: This study contributes by offering a culturally grounded framework for understanding how moral education, family values, and institutional support shape youth social responsibility in the context of national reform.
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Ajeng, F. A. (2024). Moral Education as a Foundation for the Formation of Students' Character. International Journal of Islamic Educational Research, 1(3), 33-41. doi:https://doi.org/10.61132/ijier.v1i3.42
Akhmedjanova, D., & Kerimova, I. (2024). University Students and Teachers’ Experiences with Distance Education in Uzbekistan. Journal of Eastern European and Central Asian Research (JEECAR), 11(1), 156-175. doi:https://doi.org/10.15549/jeecar.v11i1.1282
Alfirevi?, N., Arslanagi?-Kalajdži?, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults' social responsibility to prosocial behavior. Scientific reports, 13(1), 2559. doi:https://doi.org/10.1038/s41598-023-29562-4
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Berei, E. B. (2020). The social responsibility among higher education students. Education sciences, 10(3), 66. doi:http://dx.doi.org/10.3390/educsci10030066
Corney, T., Marion, J., Baird, R., Welsh, S., & Gorman, J. (2024). Youth work as social pedagogy: Toward an understanding of non-formal and informal education and learning in youth work. Child & Youth Services, 45(3), 345-370. doi:https://doi.org/10.1080/0145935X.2023.2218081
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G‘ayratovna, G. a. N. (2024). The Impact of Abdullah Avlani’s Literary Work on Youth Development. Eurasian Journal of Learning and Academic Teaching, 32, 10-13.
Kudratullayevna, A. D. (2024). Social and Philosophical Analysis of The Reforms In The New Uzbekistan Education System. Buletin Antropologi Indonesia, 1(3). doi:http://dx.doi.org/10.47134/bai.v1i3.3217
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Rakhimjonovich, T. O., & Umidaxon, V. (2024). The New Renaissance Era of Uzbekistan: The Jadid Movement and its Role in Libraries and Education. Eurasian Journal of Technology and Innovation, 2(6), 86-91.
Salsabila, Z., & Ahkam, M. F. (2024). The Tradition of Reading Surat Al Kahfi at The Al Qur'an Islamic Boarding School Gumawang Wiradesa Pekalongan: Tradisi Pembacaan Surat Al Kahfi di Pondok Boarding School Al Qur’an Gumawang Wiradesa Pekalongan. Aqwal: Journal of Qur'an and Hadis Studies, 5(2), 238-255. doi:https://doi.org/10.28918/aqwal.v5i2.8680
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To‘ynor, T. A. (2024). Development of Socially Active Civic Competence of Students Based on the Teaching of "History of Uzbekistan". International Journal Of History And Political Sciences, 4(6), 32-35. doi:https://doi.org/10.37547/ijhps/Volume04Issue06-06
Walker, D. I. (2024). Sociological Contributions to Moral Education. Journal of Moral Education, 53(4), 609-616. doi:https://doi.org/10.1080/03057240.2024.2386074
Wray?Lake, L., & Syvertsen, A. K. (2011). The Developmental Roots of Social Responsibility in Childhood And Adolescence. New directions for child and adolescent development(134), 11-25. doi:https://doi.org/10.1002/cd.308
Zarrett, N., Liu, Y., Vandell, D. L., & Simpkins, S. D. (2021). The Role of Organized Activities in Supporting Youth Moral and Civic Character Development: A Review of the Literature. Adolescent Research Review, 6(2), 199-227. doi:https://doi.org/10.1007/s40894-020-00142-1
Zhu, H. (2023). Three Factors Affecting the Moral Development of Adolescents. Journal of Education, Humanities and Social Sciences, 8, 1153-1157. doi:https://doi.org/10.54097/ehss.v8i.4442
- Ajeng, F. A. (2024). Moral Education as a Foundation for the Formation of Students' Character. International Journal of Islamic Educational Research, 1(3), 33-41. doi:https://doi.org/10.61132/ijier.v1i3.42
- Akhmedjanova, D., & Kerimova, I. (2024). University Students and Teachers’ Experiences with Distance Education in Uzbekistan. Journal of Eastern European and Central Asian Research (JEECAR), 11(1), 156-175. doi:https://doi.org/10.15549/jeecar.v11i1.1282
- Alfirevi?, N., Arslanagi?-Kalajdži?, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults' social responsibility to prosocial behavior. Scientific reports, 13(1), 2559. doi:https://doi.org/10.1038/s41598-023-29562-4
- Aver, B., Fošner, A., & Alfirevi?, N. (2021). Higher Education Challenges: Developing Skills to Address Contemporary Economic and Sustainability Issues. Sustainability, 13(22), 1-20. doi:https://doi.org/10.3390/su132212567
- Berei, E. B. (2020). The social responsibility among higher education students. Education sciences, 10(3), 66. doi:http://dx.doi.org/10.3390/educsci10030066
- Corney, T., Marion, J., Baird, R., Welsh, S., & Gorman, J. (2024). Youth work as social pedagogy: Toward an understanding of non-formal and informal education and learning in youth work. Child & Youth Services, 45(3), 345-370. doi:https://doi.org/10.1080/0145935X.2023.2218081
- Damiani, V., & Fraillon, J. (2025). Civic and Citizenship Education, Global Citizenship Education, and Education for Sustainable Development: An Analysis of Their Integrated Conceptualization and Measurement in the International Civic and Citizenship Education Study (ICCS) 2016 and 2022. Large-Scale Assessments in Education, 13, 1-28. doi:https://doi.org/10.1186/s40536-025-00237-y
- G‘ayratovna, G. a. N. (2024). The Impact of Abdullah Avlani’s Literary Work on Youth Development. Eurasian Journal of Learning and Academic Teaching, 32, 10-13.
- Kudratullayevna, A. D. (2024). Social and Philosophical Analysis of The Reforms In The New Uzbekistan Education System. Buletin Antropologi Indonesia, 1(3). doi:http://dx.doi.org/10.47134/bai.v1i3.3217
- Manzano-Sánchez, D., & Gómez-López, M. (2023). Personal and social responsibility model: Differences according to educational stage in motivation, basic psychological needs, satisfaction, and responsibility. Children, 10(5), 864. doi:https://doi.org/10.3390/children10050864
- O'g'li, S. A. A. (2025). The Role of Jadid Enlighteners in Shaping the Ideology of Intellectuals in New Uzbekistan. European International Journal of Pedagogics, 5(4), 25-28. doi:https://doi.org/10.55640/eijp-05-04-07
- Rakhimjonovich, T. O., & Umidaxon, V. (2024). The New Renaissance Era of Uzbekistan: The Jadid Movement and its Role in Libraries and Education. Eurasian Journal of Technology and Innovation, 2(6), 86-91.
- Salsabila, Z., & Ahkam, M. F. (2024). The Tradition of Reading Surat Al Kahfi at The Al Qur'an Islamic Boarding School Gumawang Wiradesa Pekalongan: Tradisi Pembacaan Surat Al Kahfi di Pondok Boarding School Al Qur’an Gumawang Wiradesa Pekalongan. Aqwal: Journal of Qur'an and Hadis Studies, 5(2), 238-255. doi:https://doi.org/10.28918/aqwal.v5i2.8680
- Sobirovich, T. B. (2025). Jadidism and Political Reform: Shaping the Future of Uzbekistan. Asian Journal of Basic Science & Research, 7(1), 22-28. doi:https://doi.org/10.38177/ajbsr.2025.7103
- To‘ynor, T. A. (2024). Development of Socially Active Civic Competence of Students Based on the Teaching of "History of Uzbekistan". International Journal Of History And Political Sciences, 4(6), 32-35. doi:https://doi.org/10.37547/ijhps/Volume04Issue06-06
- Walker, D. I. (2024). Sociological Contributions to Moral Education. Journal of Moral Education, 53(4), 609-616. doi:https://doi.org/10.1080/03057240.2024.2386074
- Wray?Lake, L., & Syvertsen, A. K. (2011). The Developmental Roots of Social Responsibility in Childhood And Adolescence. New directions for child and adolescent development(134), 11-25. doi:https://doi.org/10.1002/cd.308
- Zarrett, N., Liu, Y., Vandell, D. L., & Simpkins, S. D. (2021). The Role of Organized Activities in Supporting Youth Moral and Civic Character Development: A Review of the Literature. Adolescent Research Review, 6(2), 199-227. doi:https://doi.org/10.1007/s40894-020-00142-1
- Zhu, H. (2023). Three Factors Affecting the Moral Development of Adolescents. Journal of Education, Humanities and Social Sciences, 8, 1153-1157. doi:https://doi.org/10.54097/ehss.v8i.4442
