Ushbu maqolada xo‘jalik yurituvchi subyektlarning kreditga layoqatliligini baholash usullari tahlil qilinadi. Moliyaviy koeffitsiyentlar asosida kreditga layoqatlilikni aniqlash me’yorlari va ularni hisoblash tartibi ko‘rib chiqiladi, hamda kreditga layoqatliligini tahlil etishning tashkiliy, uslubiy va amaliy jihatlarini takomillashtirish bo‘yicha muhim taklif, tavsiyalarni shakllantirishdan iborat.

The 21st century has witnessed a revolutionary transformation in foreign language learning due to a large extent to the rapid development of digital and communications technologies. As multilingualism becomes increasingly important in a globalized world, educators are looking for new possibilities to support language learning through the uptake of technology in face-to-face and online classrooms. This article presents a detailed examination of the broad variety of technologies that are being used in foreign language instruction, such as Learning Management Systems (LMS), mobile-assisted language learning (MALL) apps, artificial intelligence (AI)-powered tools like chatbots and adaptive learning systems, virtual and augmented reality (VR/AR), gamified learning platforms, and online collaborative sites. The article methodically explains how these technologies contribute to the development of the four fundamental language skills—listening, speaking, reading, and writing—as well as learner autonomy, engagement, and intercultural competence. It brings together empirical studies, theoretical frameworks, and real classroom practice to examine the pedagogical potential of these technologies. Individualization of learning pathways, formative assessment tools, and teacher digital competences are highlighted as successful technology integration factors. Furthermore, the article covers pitfalls and challenges in taking up education technologies, such as the digital divide, infrastructural disparities, teacher training gaps, and needs for context-specific content. The article also offers insights into future directions, such as the use of natural language processing, immersive environments, and AI-powered analytics in shaping the future of language education. By synthesizing current research and making practical suggestions to educators and policymakers, this study emphasizes the necessity to marry technological innovation with sound pedagogical principles. It concludes that thoughtful and context-specific application of technology has the potential to revolutionize foreign language learning by making it more accessible, effective, and engaging for diverse groups of learners.

The development of language skills in foreign language teaching is a crucial component of effective language instruction, encompassing the integration and enhancement of the four core skills: listening, speaking, reading, and writing. This article provides a comprehensive examination of the strategies, methodologies, and pedagogical approaches employed in fostering these skills among language learners. Drawing on contemporary theories in applied linguistics and second language acquisition, the article emphasizes the importance of communicative competence, fluency, accuracy, and the practical use of language in real-world contexts. The research explores both traditional and innovative methods of skills development, including grammar-translation, audio-lingual, communicative language teaching (CLT), task-based learning (TBL), and content-based instruction (CBI). It discusses the shift from teacher-centered to learner-centered paradigms and highlights the role of interaction, authentic materials, feedback, and assessment in promoting active language use. Special attention is given to the integration of technology in the language classroom, including the use of digital tools, multimedia resources, language learning apps, and virtual communication platforms, which significantly enhance the learning experience and support individualized instruction. Moreover, the article delves into the psychological and social aspects of language skills development, such as motivation, learner autonomy, anxiety reduction, and collaborative learning. It also addresses age-appropriate strategies, particularly for young learners, and considers the impact of cultural context on the acquisition and usage of foreign languages. The challenges of heterogeneous classrooms, varied learner needs, and the importance of differentiated instruction are critically analyzed. In conclusion, the article underscores that the successful development of language skills requires a balanced and integrated approach, one that aligns teaching methods with learners' goals, contexts, and proficiencies. It advocates for ongoing teacher training, curriculum innovation, and research into best practices to ensure the effective teaching of foreign languages in a globalized and multicultural world. The findings and insights presented aim to support educators, curriculum designers, and policymakers in enhancing foreign language education and promoting lifelong language learning.

Mazkur maqolada XXI asr boshlarida paydo bo‘lgan va rivojlangan axborot texnologiyalari davrida internet foydalanuvchilari uchun xavfli tuzoqqa aylanib borayotgan fishing haqida so‘z yuritiladi. Fishing kelib chiqish tarixi, rivojlanib borish omillari, yetkazayotgan zararlari va fishingga qarshi kurashish usullari haqida fikr mulohazalar bildirilgan.

Ushbu tadqiqotda psixolog trenerlarning psixologik salohiyatini oshirish va kasbiy ko’nikmalarini shakllantirish davomida psixologik treninglarni tashkillashtirishdagi vazifalari haqida ma’lumotlar beriladi. Psixolog trener o’z navbatida treninglarni amaliy boshqaruvchisi sifatida qaraganimizda, trening mohiyati va maqsadini hisobga olgan holda psixologik tadqiqotlarga asoslangan metodologiyalardan foydalanish tavsiya etiladi. Chunki psixologik bilimlar, psixologik tadqiqotlar asosida tashkillashtirilgan treninglar davomida biz samarali natijalarga erishishimiz mumkin bo’ladi. Psixolog trener kasbiy ko’nikmalarini oshirish davomida psixologik bilimlarini mustahkamlab boorish maqsadga muvofiq. Ushbu tadqiqot psixolog trenerning faoliyati va tajribalari davomida kerakli ma’lumotlarga ega bo’lishlari uchun xizmat qiladi.