Publication Details
Abstract
This study explores a hierarchical system for modernizing physics education to support Uzbekistan’s societal development through the integration of virtual technologies. Focusing on resource-limited secondary schools, the research employs a dual-method approach—systematic literature review and comparative analysis—based on seven peer-reviewed studies from 2020-2023. The findings highlight the efficacy of accessible virtual tools, such as PhET and "Physics at School," in enhancing students’ understanding of physics concepts like optics and magnetism, while addressing the scarcity of physical laboratory resources. Conversely, advanced tools like Multisim and LabVIEW, despite their potential, require significant teacher training, posing challenges in under-resourced contexts. Grounded in constructivist learning theory and the Technology Acceptance Model, the proposed hierarchical framework integrates virtual technologies into Uzbekistan’s educational system, aligning with national development goals by fostering a scientifically literate society. The study offers practical recommendations, emphasizing lightweight tools and localized training, to modernize physics education effectively. While limited by its small sample size and reliance on secondary data, this research provides a novel, context-specific model for resource-constrained settings, contributing to the broader discourse on technology-enhanced learning. Future studies are recommended to empirically validate this system, reinforcing its role in Uzbekistan’s educational and societal advancement.