DIDACTIC FUNCTIONS OF EDUCATIONAL-NORMATIVE DOCUMENTS IN THE CONTEXT OF THE CREDIT-MODULE SYSTEM AND THEIR IMPACT ON THE QUALITY OF EDUCATION

Abstract

This article analyzes the didactic functions of academic-regulatory documents and their role in ensuring the quality of education in the context of implementing the credit-module system in higher education. Within the framework of the credit-module system, curricula, course programs, syllabi, and assessment criteria are considered as the main structural elements of the educational process, and the didactic significance of their content and structure is revealed. The article highlights the functional capabilities of academic-regulatory documents in designing, organizing, managing, and monitoring the educational process. Furthermore, it substantiates their role in ensuring student-centered learning, promoting independent educational activities, and increasing the accuracy of learning outcomes. The normative-legal basis of the research is formed by the laws and resolutions of the Republic of Uzbekistan in the field of education.