Integrating Najmiddin Kubro’s Spiritual-Ethical Pedagogy into Higher Education: Experimental Study of Students’ Moral Competence Development
DOI:
https://doi.org/10.51699/cajssh.v7i3.1365Keywords:
Najmiddin Kubro, Higher Education, Moral-Ethical Education, Spiritual Competence, Pedagogical Heritage, Reflective Learning, Developmental Assessment, UzbekistanAbstract
The modernization of higher education requires pedagogical models that develop not only academic achievement but also moral responsibility, spiritual self-regulation, reflective thinking and socially responsible professional identity. This article examines the educational potential of Najmiddin Kubro’s spiritual-ethical heritage for contemporary higher education and evaluates the effectiveness of a heritage-based pedagogical intervention designed to strengthen students’ moral-ethical qualities. The study used a quasi-experimental pre-test/post-test design involving 406 student respondents from three higher education institutions in Uzbekistan. The experimental group included 200 students and the control group included 206 students. The intervention was built around four interconnected pedagogical components: integration of pedagogical heritage, development of spiritual competence, strengthening of metacognitive reflection, and developmental assessment. Educational activities included seminars, guided discussions, debates, role plays, group projects, ethical case analysis, reflective tasks and extracurricular cultural-educational events devoted to Najmiddin Kubro’s ideas. The results show that the experimental group moved from an initial mean score of 1.86 out of 3.00 (62%) to a final mean score of 2.28 (76%), whereas the control group changed only from 1.92 (64%) to 1.94 (64.7%). The final difference of 11.3 percentage points, supported by Student’s t-test (t = 4.4 > 1.96, p < .05), indicates a statistically significant improvement in the experimental group. The findings suggest that Najmiddin Kubro’s pedagogical heritage can be transformed into a practical and inclusive educational resource for values-based higher education when it is applied through reflective, interactive and assessment-oriented methods.
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