THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF INTEGRATING EASTERN RENAISSANCE PEDAGOGY INTO MODERN EDUCATIONAL POLICY AND STRATEGY
DOI:
https://doi.org/10.47390/ydif-y2026v2i4/n15Keywords:
Eastern Renaissance pedagogy, educational policy, educational strategy, axiological approach, lifelong learning, spiritual education, competency-based model, national educational paradigm, innovative pedagogy, integration mechanisms, pedagogical heritage, humanistic principle.Abstract
This thesis provides a comprehensive philosophical and pedagogical analysis of the conceptual foundations of pedagogical thought during the Eastern Renaissance period, its epistemological, axiological, and anthropological principles, and the possibilities of integrating them into modern educational policy and strategic management systems. The educational views of Eastern thinkers (Al-Farabi, Ibn Sina, Al-Biruni, Yassavi, Navoi, and others) are reinterpreted based on the principles of humanism, spiritual and moral development, intellectual excellence, and the interconnection of societal progress. Their mechanisms of structural integration with modern competency-based approaches, lifelong learning, innovative management, and the national education model are revealed. The study interprets Eastern Renaissance pedagogy not only as a historical and cultural heritage but also as a strategic pedagogical resource. The author develops institutional, methodological, and axiological mechanisms for implementing this heritage into modern educational policy and scientifically substantiates their importance in shaping youth’s spiritual worldview, social responsibility, and creative thinking. As a result, it is proven that integrating Eastern pedagogical thought with the modernized educational paradigm is an important factor in improving educational quality, strengthening national identity, and ensuring global competitiveness.
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