Pedagogical Foundations for Improving The Variative Didactic Support of Invariant Class Hours

Abstract

Invariant class hours in general secondary schools of Uzbekistan serve as essential tools for fostering students’ moral, social, and civic development. While these sessions are guided by predefined content, their didactic support often remains outdated and fails to address diverse student needs. This limitation weakens the sessions' role in nurturing active, responsible, and creative individuals. Despite their importance, invariant class hours are still dominated by traditional formats such as lectures and Q&A, lacking variative, student-centered approaches that integrate modern pedagogy and digital tools. This study aims to analyze the pedagogical foundations and propose strategies to improve the variative didactic support of invariant class hours by incorporating interactive technologies, individualized content, and creative methodologies. The study reveals that enriching these sessions with variative content including role plays, scenario-based learning, and digital resources enhances student participation, independent thinking, and engagement. Empirical insights show that creative and interactive approaches foster deeper understanding and stronger social skills. The article proposes a structured transformation of invariant class hours by creating methodological banks, developing localized content, and integrating platforms such as Kahoot and Google Classroom to modernize delivery. Implementing the proposed didactic reforms contributes to the comprehensive development of senior students, making class hours more relevant and impactful, and aligning pedagogical practice with global educational standards.