This article analyzes the historical and scientific impact of the "perestroika" policy implemented in the former USSR in 1985-1991 on the social life of the Uzbek SSR, in particular, on the education system. The causes and consequences of the deep socio-political and economic crisis that arose in Soviet society in the mid-1980s, the negative impact of the centralized management system and one-sided agrarian policy on the social spheres of the republic are revealed. Based on archival documents, statistical data and historical sources, the material and technical support of the education system, the involvement of students and teachers in forced labor, the decline in the quality of education and the deterioration of the socio-psychological environment are scientifically covered. The results show that the "perestroika" policy in the conditions of the Uzbek SSR was declarative in nature, failed to eliminate real socio-economic problems and further deepened the crises in the educational and social spheres. It is also argued that the social crisis that arose during this period was an important factor in the growth of national consciousness and the intensification of the processes of striving for independence. The conclusions of the study are of significant scientific importance for understanding the need to direct educational policy to human interests during the period of independence based on historical experience.

The interdependence between water resources and electricity infrastructure represents one of the most critical dimensions of sustainable development in arid and semi-arid regions. In Iraq, and particularly in Najaf Governorate, this interdependence has intensified due to demographic growth, urban expansion, rising service expectations, and the cumulative impacts of decades of infrastructural strain. This study presents an in-depth geographical and developmental analysis of the water and electricity sectors in Najaf Governorate, examining their structural characteristics, spatial distribution, operational challenges, and planning trajectories. Drawing strictly on established geographical research methods, unpublished institutional data, official interviews, and foundational studies on energy and development, the research adopts a qualitative and analytical methodology to interpret the current realities of service provision. The findings reveal that water supply and sewerage systems in Najaf are increasingly constrained by electricity availability, while electricity generation and distribution are, in turn, heavily dependent on stable water inputs and coordinated planning. Institutional fragmentation, legacy infrastructure, and rapid urbanization emerge as central explanatory factors behind service inefficiencies. The discussion situates these findings within broader theoretical debates on infrastructure interdependence, state-led development, and regional planning in developing economies. The study concludes that sustainable service delivery in Najaf requires integrated planning frameworks that transcend sectoral boundaries, prioritize geographical specificity, and align water and electricity strategies within a unified developmental vision.

This article examines the theoretical foundations and practical mechanisms of cyber-pedagogy within digital education. Using literature review, content analysis, comparative analysis, and case study methods, the study identifies learner-centered instruction, collaborative learning, and purposeful technological integration as core principles of cyber-pedagogy. The findings indicate that interactive platforms, multimedia resources, and online assessment enhance student engagement, motivation, and knowledge retention. At the same time, challenges such as the digital divide, insufficient digital literacy, and limited methodological preparedness of teachers persist. The paper concludes with practical recommendations for effective implementation of cyber-pedagogy in educational environments.

This article analyzes the syntactic difficulties encountered in simultaneous interpreting from English into Uzbek, examining their linguistic and cognitive origins as well as effective strategies for overcoming them. The typological contrast between English as an analytic language and Uzbek as an agglutinative language creates significant challenges for interpreters, particularly in real-time restructuring of word order, inversion, complex clauses, and multi-component verbal structures. The study highlights how interpreters employ chunking, anticipation, simplification, syntactic explicitation, and transposition as key strategies to manage processing load and ensure accuracy. Findings demonstrate that syntactic asymmetry remains one of the principal sources of cognitive strain in simultaneous interpreting.