Socio-Philosophical Analysis of the Formation and Development of an Innovative Educational System in New Uzbekistan

The article offers a socio-philosophical analysis of the formation and development of an innovative education system in New Uzbekistan. It explains the dialectical relationship among the transformation of the educational paradigm, the development of human capital, and the creation of the foundation for the Third Renaissance. The ontological, epistemological, and axiological functions of innovative education are identified, while the social significance of digital pedagogy and education clusters is substantiated. The analysis systematizes contradictions between technological renewal and pedagogical content, standardization and individualization, as well as global information flows and national values. The study argues that these contradictions require digital equality, stronger innovative competence among teachers, closer cooperation among education, science, and industry, and the subordination of technology to humanistic criteria.