THE FLIPPED CLASSROOM MODEL IN UZBEKISTAN'S HIGHER EDUCATION: A STRATEGIC APPROACH FOR ESL INSTRUCTION

This study paper analyzes the implementation of the "Flipped Classroom" paradigm in Uzbekistan's higher education system, emphasizing its efficacy in ESL training. The study examines the effects of inverting conventional teaching sequences, wherein students engage with theoretical content at home using digital resources, on classroom engagement and student motivation. The concept markedly improves communication competence and student autonomy, however it encounters obstacles like inadequate technical infrastructure and cultural opposition to self-directed learning. The results provide actionable recommendations for educators to use blended learning methodologies that correspond with national educational changes.