REDUCING PROFESSIONAL SEGREGATION AND ADVANCING PROFESSIONAL DEVELOPMENT OF PRESCHOOL EDUCATION STAFF: EVIDENCE FROM REGIONAL DATA OF UZBEKISTAN

Abstract This study investigates the intersection of professional segregation and digital transformation in Uzbekistan’s preschool education sector, using a comprehensive dataset from July 2024. Through multiple linear regression analysis, the research identifies key predictors of professional inclusion—such as education level, job type, age, and scientific degree—and highlights persistent structural inequalities despite digital advancements. The findings underscore the need for integrated policies combining digital tools with systemic reforms to promote equity and professional growth. This study contributes to global discourses on inclusive education, offering practical insights for policymakers and educators to build a more equitable and resilient preschool education system.