TRANSFORMATIONAL DEVELOPMENT OF THE COGNITIVE COMPETENCE OF PROSPECTIVE HISTORY TEACHERS IN MULTIDISCIPLINARY SYNTHESIS OF HISTORICAL EVENTS THROUGH TRIZ TECHNOLOGIES.

Abstract

This thesis provides an in-depth scientific analysis of the application of TRIZ
technologies in the transformational development of cognitive competence among prospective history
teachers in the multidimensional synthesis of historical events. The study comprehensively explores the
theoretical foundations of TRIZ, its adaptation to the field of education, empirical evidence, and its
practical implementation in accordance with the national characteristics of Uzbekistan’s education system.
The TRIZ methodology is viewed as an essential tool for developing teachers’ cognitive flexibility, creative
thinking, systematic problem-solving, and the ability to implement innovative approaches. Within the
framework of the Law of the Republic of Uzbekistan “On Education” and the “Digital Uzbekistan–2030”
strategy, this approach contributes to the innovation and modernization of the educational process in line
with contemporary requirements.
The thesis offers educators, researchers, teacher-training program developers, and policymakers
specific directions, methodological recommendations, and practical solutions for integrating TRIZ into
higher education curricula. Furthermore, based on Uzbekistan’s rich historical and cultural heritage, it
outlines ways to adapt TRIZ modules to the local context in order to enhance the quality of education to
meet global standards. The study also identifies directions for future research on the long-term impact of
TRIZ in education, its adaptation to the national education system, and its integration with international
experience.