https://integrumconference.com/index.php/icp <p>The International Conference Platform serves as a dynamic global forum for scholars, researchers, practitioners, and policymakers to exchange ideas, share groundbreaking research, and foster interdisciplinary collaboration across diverse fields. Designed to promote academic excellence and innovation, the platform hosts high-impact conferences that address pressing global challenges, facilitate cross-cultural dialogue, and support the development of sustainable solutions. By bringing together thought leaders from around the world, it empowers participants to advance knowledge, build strategic partnerships, and contribute meaningfully to the progress of science, technology, education, culture, and society.</p> en-US International Conference Platform https://integrumconference.com/index.php/icp/article/view/349 This article analyzes modern approaches to organizing fine arts lessons, methods of using pedagogical technologies, and the importance of innovative methods in teaching fine arts at school. The study examines the role of digital technologies, multidisciplinary integration, and interactive methods in the modern educational process. According to the results, pedagogical innovations play an important role in making fine arts lessons more effective and engaging. Malohat Mustahqim-qizi Maxmudova Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 2026-08-14 2026-08-14 8 4 6 https://integrumconference.com/index.php/icp/article/view/350 This article analyzes the etiquette of asking permission based on Fakhruddin Ali Safi’s “Adab ul-As’hab” within the context of the Islamic ethical system and modern social culture. The study examines the historical, religious, ethical, and philosophical foundations of asking permission and highlights its relevance in contemporary society. Jamshid To‘lqin-o‘g‘li Karimov Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 2026-08-14 2026-08-14 8 7 9 https://integrumconference.com/index.php/icp/article/view/351 This thesis analyzes the scientific-pedagogical principles and practical approaches to applying artificial intelligence (AI) technologies in organizing the lesson process. The study substantiates principles such as personalization, adaptivity, continuous feedback, data-driven management, and the preservation of the human factor, showing that each directly influences the quality indicators of the modern lesson process. It also presents a comparative overview of practical integration models, including blended learning, the flipped classroom, and intelligent tutoring systems. The conclusions establish that artificial intelligence should be regarded not as a replacement for the teacher but as a tool that enhances teaching practice - a perspective considered essential for improving the quality of modern education. Bakhromjon Juraboev Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 2026-08-14 2026-08-14 8 10 11 https://integrumconference.com/index.php/icp/article/view/352 This paper explores the conceptual foundations of a healthy lifestyle (Sihha) as articulated in the intellectual heritage of the Eastern Renaissance. Unlike modern clinical approaches that often focus on the treatment of specific pathologies, the philosophy of health developed by medieval Eastern thinkers - such as Ibn Sina, Al-Farabi, and Ar-Razi-emphasizes a holistic and preventive paradigm. The study analyzes the “Six Essential Factors” (Al-Asbab al- Sitta) - including environmental conditions, nutrition, physical activity, and mental hygiene-as a methodological framework for maintaining human equilibrium. The research argues that in Eastern Peripatetic thought, health is not merely a biological state but a philosophical category representing the harmony between the soul (nafs) and the body (jism). By synthesizing Aristotelian traditions with Eastern ethical values, these scholars established a system where the rational management of one's lifestyle is viewed as a moral duty and a prerequisite for intellectual perfection. The findings suggest that this medieval “philosophy of health” provides significant insights for contemporary preventive medicine and the bio-psycho-social model of well-being, offering a timeless strategy for holistic human development. Otabek Atoyevich Rajabov Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 2026-08-14 2026-08-14 8 12 14 https://integrumconference.com/index.php/icp/article/view/353 This study examines the theoretical and methodological foundations and pedagogical mechanisms for developing historical thinking and axiological attitudes in pre-service history teachers through museum pedagogy. Historical thinking is conceptualized as a complex competence involving the contextual, causal, chronological, and evidence-based interpretation of the past, whereas an axiological attitude is understood as the capacity to recognize, interpret, and critically reflect upon the values embedded in historical and cultural heritage. The study employed a theoretical-conceptual research design based on theoretical analysis, comparative analysis, conceptual synthesis, generalization, and pedagogical modeling. International and Uzbek scholarly literature related to museum pedagogy, historical thinking, historical empathy, cultural heritage education, and axiological education formed the theoretical basis of the analysis. The findings reveal three interconnected dimensions of historical-axiological development: cognitive-analytical, emotional-empathic, and axiological-reflective. The study further establishes the dual pedagogical function of museum objects as both historical evidence and carriers of cultural values. On this basis, a six-stage pedagogical mechanism is proposed: perception - contextualization - analysis - axiological interpretation - reflection - pedagogical transfer. Historical empathy is identified as a mediating mechanism between contextual historical understanding and axiological reflection, while pedagogical transfer represents the professional transformation of museum-based experience into history teaching practice. The proposed framework contributes to understanding museum pedagogy as an integrative educational environment capable of connecting historical reasoning, cultural heritage awareness, value-oriented reflection, and professional pedagogical competence. Javlonbek Jakhongir-ugli Niyozov Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 2026-08-14 2026-08-14 8 15 28