A SYSTEMATIC ANALYSIS OF ORGANIZING MOTHER TONGUE LESSONS IN GENERAL SECONDARY SCHOOLS BASED ON THE PISA FRAMEWORK

Abstract

The rapid transformation of modern education has highlighted the importance of ensuring continuity between different stages of the educational process. The absence of such continuity, along with insufficient guidance for teachers and students, often leads to challenges in achieving effective learning outcomes. This article examines the evolving concept of reading literacy in the context of contemporary educational reforms and international assessment requirements. Particular attention is paid to the shift from memorization-based learning toward the development of critical thinking, information analysis, selection, and practical application skills. The study analyzes the educational reforms implemented in Uzbekistan following the adoption of national policies aimed at integrating international assessment standards, particularly the Programme for International Student Assessment (PISA). The paper discusses the significance of the Cabinet of Ministers Resolution No. 997 (2018) and the Presidential Decree PF-5712 (2019) in promoting competency-based education and improving students’ literacy skills. Furthermore, the article reviews Uzbekistan’s participation in PISA 2022 and highlights the need for further improvements in reading literacy instruction, teacher professional development, and curriculum alignment. The findings suggest that strengthening the coherence of educational content and harmonizing language textbooks across different educational levels are essential for improving students’ literacy competencies and achieving international educational benchmarks.