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Abstract
Abstract: This article explores innovative forms of organizing the educational process within the credit-module system in vocational education institutions. Drawing on international experience and pedagogical theory, the study identifies key innovative organizational forms – including modular learning technologies, flipped classroom models, project-based learning, blended learning, and portfolio-based assessment – that are effective within the credit-module framework. Based on experimental research across vocational education institutions in Uzbekistan, the author proposes a technological model that maximizes the pedagogical potential of the credit-module system. The findings demonstrate that systematic implementation of innovative organizational forms leads to significant improvements in student achievement, professional competency development, and learning motivation.
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