THE DIDACTIC POSSIBILITIES OF UZBEK FOLK APPLIED ART IN HIGHER EDUCATION

Abstract

This article examines the didactic possibilities of integrating Uzbek folk applied art into higher education curricula, arguing that such integration serves not merely cultural preservation but constitutes a comprehensive pedagogical strategy for student development. Drawing upon theoretical foundations in aesthetic education and empirical research conducted in Uzbek institutions, the article demonstrates how engagement with traditional crafts - including embroidery, pottery, woodcarving, and carpet weaving - contributes to the formation of aesthetic sensibilities, professional competencies, and national consciousness among university students. The analysis explores multiple integration methods including specialized coursework, practical workshops, museum visits, and engagement with master craftspeople, while also examining the specific contributions of folk art education to pedagogical competence, creative problem-solving, and cultural identity formation. The article identifies significant challenges to implementation, including the scarcity of qualified instructors, resource requirements for practical instruction, and curriculum competition, while proposing strategies for addressing these obstacles. The findings suggest that folk applied art education offers distinctive learning experiences that connect cognitive understanding with embodied knowledge, preparing graduates who are not only professionally competent but also culturally grounded, aesthetically sensitive, and ethically reflective. The article concludes by advocating for sustained institutional commitment to folk art education as an investment in cultural continuity, pedagogical innovation, and holistic student development within Uzbek higher education.