THE FORMATION AND DEVELOPMENT OF THE TEACHER–STUDENT TRADITION IN UZBEK PEDAGOGICAL THOUGHT

Abstract

This study examines the formation and development of the teacher–student tradition in Uzbek pedagogical thought as a historically continuous and culturally grounded educational phenomenon. The research analyzes the philosophical, ethical, and socio-cultural foundations of the ustoz–shogird relationship, tracing its evolution from early forms of knowledge transmission to contemporary educational practices. Particular attention is paid to the role of classical scholars, literary heritage, and reformist pedagogical movements in shaping the conceptual framework of mentorship-based education. The findings demonstrate that the teacher–student tradition in Uzbek pedagogy integrates intellectual development with moral formation and professional socialization. The study also highlights the relevance of this tradition in addressing modern educational challenges, including learner motivation, ethical responsibility, and the humanization of digital learning environments. The results confirm that the teacher–student tradition remains a dynamic pedagogical resource capable of contributing to sustainable educational development in a globalized context.