This article investigates the implementation of neurodidactic approaches in natural science education and analyses how key cognitive processes—attention, working memory, perception, and long-term memory—affect learning outcomes. Integrating neuroscience-based teaching strategies is considered essential in the context of increasingly complex STEM curricula. A pilot experimental study involving 48 secondary school students was conducted to evaluate the effectiveness of neurodidactic instruction compared to traditional methods. Results show significant improvements in conceptual understanding, attention stability, memory retention, and motivation among students taught with neurodidactic strategies. The study concludes with a proposed model for integrating neurodidactic principles into science classrooms and discusses implications for future research.

This study investigates the effectiveness of gamification-based instructional strategies in teaching concepts related to the sustainable use of natural resources. Drawing on contemporary educational psychology and cognitive neuroscience (2020–2024), the research explores how game elements—rewards, challenges, feedback loops, levels, and eco-missions—affect learners’ motivation, attention, retention, and ecological decision-making. A pilot experiment involving 56 secondary students was conducted to compare traditional instruction with gamified learning modules on water conservation, renewable energy, and waste reduction. The results indicate that gamification significantly enhances motivation (increase by 41%), long-term retention (increase by 32%), and responsible eco-behavior. The study presents an original instructional model, the Gamified Resource-Saving Competency Framework (GRSCF), as a scientific contribution.

Digital transformation in education has fundamentally reshaped approaches to training future teachers and has intensified the demand for creative, adaptive, and innovative pedagogical competencies. This article examines a comprehensive set of psychological factors influencing the development of creativity components among pre-service teachers in the context of digital learning environments. Drawing on contemporary theoretical models (Guilford, Runco, Sternberg, Csikszentmihalyi) and recent empirical evidence (2020–2024), the study identifies cognitive, motivational, emotional, and socio-psychological determinants that shape students’ creative performance. A mixed-method empirical investigation involving 214 pre-service teachers was conducted to examine correlations between digital activity, digital self-efficacy, emotional resilience, and creativity scores. Quantitative findings reveal statistically significant relationships between the intensity of digital engagement and levels of divergent thinking, creative curiosity, collaborative creativity, and emotional expressiveness. The study contributes to advancing pedagogical psychology by offering a multidimensional model of creativity formation tailored to digital education settings. Recommendations are formulated for optimizing teacher education programs to enhance students’ creative potential through psychological support, digital competency training, and interactive learning design.

Mazkur maqolada musiqiy kompetensiyani rivojlantirish masalasi zamonaviy ta’lim tizimi talablari nuqtai nazaridan ilmiy jihatdan asoslanadi. Musiqiy kompetensiya shaxsning musiqiy bilimlari, ijroiy ko‘nikmalari, ijodiy tafakkuri, estetik didi hamda motivatsion-qiymat munosabatlarini o‘z ichiga olgan integrativ pedagogik sifat sifatida talqin etiladi. Tadqiqotda kompetensiyaviy, shaxsga yo‘naltirilgan va faoliyatga asoslangan yondashuvlarning musiqiy ta’lim samaradorligini oshirishdagi ahamiyati tahlil qilinadi.

Tajribada moshning “Durdona” navining tuganaklar hosil qilishiga tuganak bakteriyalarning Br.sp-1, Br.sp-2 shtammalari va “Bioquvvat” biopreparatining ta`siri o`rganildi. Tajriba davomida tugunaklarning hosil boʻlishi har bir variatda shtamm va biopreparat turi hamda oʻsimlik naviga bogʻliq holda turlicha boldi. “Durdona” navi uchun eng yuqori koʻrsatkich tajribaning 2- variantida mosh urugʻlarini “Bioquvvat” biopreparati bilan inokulyatsiya qilib ekilganda kuzatildi. Bunda har bir oʻsimlikda oʻrtacha 64.2 ta tugunak hosil bo`ldi. Eng past korsatkich esa nazorat variantida kuzatildi – 35.3 ta tugunak hosil boʻldi.