OLIY TA’LIM TIZIMIDA MUSTAQIL TA’LIMNI TAŞKIL ETIŞNING ZAMONAVIY YONDAŞUVLARI VA XORIJIY TAJRIBALAR

This article examines contemporary pedagogical approaches, organizational and methodological mechanisms, and international practices in organizing independent learning in higher education. The study highlights the role of independent learning in developing students' critical and creative thinking, information literacy, self-regulated learning skills, professional competencies, and capacity for lifelong learning. Particular attention is paid to the European Credit Transfer and Accumulation System (ECTS), in which one academic year corresponds to 60 credits, while one credit generally represents 25–30 hours of total student workload, including independent study activities. The article provides a comparative analysis of higher education practices in the United States, Finland, and Germany, focusing on student-centered learning, project-based learning, problem-based learning, blended learning, and the integration of digital educational platforms. Furthermore, the study identifies priority areas for improving independent learning within Uzbekistan's credit-module higher education system, including the planning of independent study activities, the development of individualized learning assignments, the use of electronic educational resources, and the assessment of learning outcomes.

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