INCLUSIVE PROJECT-BASED LEARNING WITH DIFFERENTIATED INSTRUCTION AND AI-SUPPORTED DIGITAL TECHNOLOGIES FOR 9TH GRADE ENGLISH LANGUAGE LEARNERS IN UZBEKISTAN

Аннотация

This study examines how project-based learning (PBL), when combined with differentiated instruction and supported by artificial intelligence (AI) and digital tools, can create an inclusive learning environment for 9th grade English classes in Uzbekistan. The research was carried out in a public school in Namangan, where students demonstrated highly diverse language abilities and learning needs. Within the framework of national reforms, including the Law on Education (2020) and the Resolution of the Cabinet of Ministers No. 187 on the development of inclusive education (2021), the project sought to integrate innovative methods aligned with state priorities. The practical component involved organizing group projects in which learners of different proficiency levels contributed through roles tailored to their skills, while AI applications such as ChatGPT, Quizlet, and Canva assisted teachers in generating adaptive materials and feedback. The findings indicate that PBL enriched by digital support not only motivated students but also encouraged collaboration and participation among learners with varying abilities. The study argues that combining PBL, differentiation, and AI tools can significantly enhance inclusivity in English language education, while also reducing teacher workload. The article provides recommendations for teachers and policymakers on how toextend such practices tosecondary schools nationwide. Keywords: Project-Based Learning; Differentiated Instruction; Inclusive Education; Artificial Intelligence; Digital Technologies; EFL; Uzbekistan