ENHANCING EDUCATIONAL EFFECTIVENESS THROUGH DIGITAL DIDACTICS: AN EMPIRICAL STUDY ON PRIMARY SCHOOL TEACHERS IN UZBEKISTAN

This study investigates the role of digital didactics in enhancing the quality and effectiveness of teaching in primary education in Uzbekistan. As the global education landscape rapidly evolves with the integration of digital technologies, there is a pressing need to examine how these innovations are being adopted in developing countries, particularly at the foundational levels of schooling. The research employs a mixed-methods empirical approach, combining quantitative data from an online survey conducted with 50 primary school teachers and qualitative insights drawn from open-ended responses. The findings reveal that while digital tools such as PowerPoint presentations, video lessons, and interactive platforms like Quizizz and Wordwall are commonly used and positively influence student engagement, several systemic barriers remain. These include inconsistent internet connectivity, limited access to devices, and inadequate teacher training in digital pedagogy. Despite these challenges, teachers demonstrated a strong willingness to innovate and adapt, particularly when institutional support and digital content resources were available. The study contributes to the broader discourse on educational digitalization by providing field-based evidence from a post-Soviet, developing country context. It also proposes practical recommendations to support the effective integration of digital didactics in primary schools, including targeted professional development, the creation of national digital content repositories, and improved infrastructural investment. The implications are relevant not only for policy makers and educational leaders in Uzbekistan, but also for international stakeholders seeking scalable models of equitable digital transformation in education.