Digital Professional Learning and Managerial Competence in Uzbek Vocational Education
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Digital transformation requires vocational education leaders to connect technological knowledge with sound managerial judgment. This study explains an integrated professional learning model and reanalyzes aggregate findings from its implementation in Uzbekistan during 2023–2025. The dissertation synopsis reports 407 participants at baseline and 397 at the endpoint. The model combines diagnosis, modular learning, management cases, projects, and reflection. At the endpoint, 94.0% of intervention participants and 73.2% of comparison participants had moderate or high competence, a difference of 20.7 percentage points (exploratory 95% confidence interval, 13.7–27.8). The three-category distributions differed, χ²(2, N = 397) = 31.78, p < .001, Cramér’s V = .283, assuming independent observations. Extreme assignments of the 10 missing outcomes preserved a positive descriptive contrast. However, undocumented allocation, unreported measurement validation, and unavailable participant records prevent causal attribution. The contribution is a pedagogical design linking authentic leadership tasks to digital learning, supported by preliminary comparative evidence. Further evaluation requires transparent scoring, participant linkage, and follow-up on institutional application.
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Copyright (c) 2026 Nigora Kalandarovna Abduraxmonova
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