Continuing professional development of teachers in Uzbekistan: From challenges to opportunities

This article examines the continuing professional development (CPD) of teachers in Uzbekistan, focusing on their perspectives, motivations, and challenges. An online survey was conducted in April-May 2024, gathering 315 valid responses from primary and secondary school teachers across various regions. The study explores participation trends, preferred CPD formats, and barriers to engagement. Findings indicate that while many teachers are committed to professional growth, they face significant obstacles, including heavy workloads, limited access to high-quality training, financial constraints, and insufficient institutional support. Age and workload were found to influence CPD participation: respondents in higher age brackets reported greater engagement and satisfaction, whereas those in lower age brackets preferred online learning but collaborated less with colleagues. Despite ongoing CPD reforms, many teachers report that training programmes do not fully align with their needs, particularly in practical application and relevance to classroom challenges. The study situates Uzbekistan’s CPD landscape within broader educational reforms and global frameworks, emphasising the need for differentiated CPD approaches. As Uzbekistan expands its education sector amid demographic shifts, investing in accessible, well-structured CPD initiatives is crucial for enhancing teacher effectiveness and student outcomes. The article concludes with policy recommendations to improve CPD accessibility, alignment, and impact, contributing to a more equitable and effective teacher development system in Uzbekistan.