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The Evolution of Philological Methods Within the Framework of Twenty-First Century Digital Pedagogy

Sadoqat MaxmudovaProfessor, Faculty of Languages , Department of Uzbek Language and Literature , Bukhara State Pedagogical Institute , Bukhara , UzbekistanGulshoda YunusovaAssociate Professor, Higher School of Korean Studies , Tashkent State University of Oriental Studies , Tashkent , UzbekistanSaodat RasulovaAssociate Professor, Bukhara State Medical Institute , Bukhara , UzbekistanZiyada DJUMANAZAROVALecturer, Department of Foreign Languages , Tashkent State University of Law , Tashkent , UzbekistanAnvar TurakulovAssociate Professor, Head, Department of Fine Arts and Engineering Graphics , Termez State Pedagogical Institute , Termez , UzbekistanKhushvakht UmurovaAssociate Professor, Department of English Linguistics , Bukhara State University , Bukhara , UzbekistanIkmatulla YelmuratovAssociate Professor, Karakalpak State University named after Berdakh , Nukus , Uzbekistan

2026

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Litsenziya: cc-by-nc-nd

ABI

Annotatsiya

Philology, as a field of study that has traditionally been focused on the study of texts and historical linguistics, has been subject to significant changes with the advent of computing-based linguistics, the existence of digital archives, and AI-based text analysis. The paper under consideration dwells on the history of the formation of the philological approach to the digital age of the 21st century, and the ways in which the traditional philological approach can be enriched by digital means. This study is driven by the idea to modernize the education of philology to make it relevant in the digital age and enhance its accessibility. The mixed-methods approach will be used as the methodology that will combine surveys, interviews, case studies, and performance analysis to determine the effectiveness of the integration of digital tools in teaching philology. Teachers, learners, and gurus of digital pedagogy were surveyed and interviewed, and case studies were prepared about practical applications. The information gathered using these techniques and the quantitative performance analysis proved that students who used digital tools achieved considerable academic performance improvement, with the average score improvement involving 3 to 15 points. The hypothesis that the digital tools have a positive influence on student learning was proved with the help of a paired t-test, which revealed that these improvements were statistically significant (p-value = 0.04). Moreover, the qualitative analysis revealed opportunities, including improved student engagement, access to global resources, and better text analysis capabilities, although challenges, including technology barriers, resistance of the faculty, and complexities of integrating were also observed. Finally, the research is a full-fledged framework of how the old and new digital tools can be merged to form a blueprint of how to upgrade philology education with digital pedagogy and the challenges and opportunities associated with such a merger.

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Identifikatorlar

DOI: 10.51983/ijiss-2026.16.2.50

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