METHODOLOGICAL FRAMEWORK AND PEDAGOGICAL ADVANTAGES OF INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN PRIMARY EDUCATION

This article comprehensively investigates the pedagogical advantages and methodological infrastructure of integrating Information and Communication Technologies (ICT) within primary school classrooms in Uzbekistan under the conditions of contemporary educational digitalization. Rather than evaluating ICT as a mere supplementary visual aid, the study analyzes its role as a complex cognitive scaffolding mechanism essential for enhancing interactive learning, abstract concept visualization, and early student engagement. Utilizing a qualitative, descriptive action research methodology, the paper examines the transition from teacher-centered paradigms to technology-enhanced, learner-centered environments in grades 1 through 4. A balanced instructional framework combining interactive multimedia software, digital formative assessment tools, and gamified educational modules is proposed. The qualitative analysis demonstrates that structured ICT integration significantly mitigates cognitive overload, accommodates diverse learning styles, and systematically strengthens the intrinsic learning motivation of young learners.