Educational vocabulary is shaped not only by the concepts shared across educational systems but also by institutional arrangements, pedagogical traditions, and culturally specific expectations. This article proposes a comparative semantic framework for examining educational lexical units in English and Uzbek, with particular attention to the relationship between lexical meaning, contextual use, and national-cultural reference. Drawing on contrastive semantics, translation studies, terminology research, and bilingual lexicography, the study distinguishes five working relations between lexical items: full equivalence, partial equivalence, functional equivalence, contextual equivalence, and non-equivalence. A qualitative, example-based analysis is used to illustrate how apparently straightforward pairs-such as assessment/baholash, curriculum/o‘quv dasturi, lecturer/ma’ruzachi or o‘qituvchi, and school/maktab - may differ in semantic scope, institutional reference, collocational behaviour, or pragmatic function. The analysis argues that equivalence should not be treated as a fixed one-to-one relation between words; it is better understood as a context-sensitive relation among concepts, usage conditions, and communicative purposes. National-cultural characteristics become especially visible where a lexical item presupposes a particular educational structure, qualification route, assessment practice, or social role. The article offers a replicable set of analytical criteria for bilingual dictionary compilation and educational translation. Because no validated corpus or completed frequency dataset is supplied in this manuscript, the examples are interpreted qualitatively and no statistical generalisations are claimed. The framework can be tested in a subsequent corpus-based study using systematically sampled English and Uzbek educational terms and independently checked semantic classifications.

Educational terminology, semantic equivalence, English - Uzbek comparison

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