"Focused on innovation, create dynamic
and immersive learning experiences."
"I design learning experiences that place learners first, turning complex content into clear,
engaging, and actionable knowledge."
Instructional Designer and Digital Learning Specialist with 5+ years of international experience designing online and hybrid learning, developing digital courses, and integrating educational technologies in higher education and K–12 systems. Skilled in learner-centered design, accessibility standards, assessment alignment, and evidence-based pedagogy. Experienced in creating scalable instructional materials, collaborating with faculty and SMEs, and leveraging AI-enabled tools to enhance engagement and learning outcomes. Strong background in EdTech innovation, professional development, and online learning quality assurance.
My expertise includes:
-EdTech integration aligned with curriculum, pedagogy, and teacher professional development -AI-enabled learning platforms and adaptive tools for skills development -Project preparation, grant proposal development, and M&E for donor-financed initiatives -Cross-sector collaboration with ministries, universities, NGOs, and international organizations
Currently, I am a Graduate Associate at Georgetown University’s Center for New Designs in Learning & Scholarship and pursuing a Master’s in Learning, Design & Technology. My research focuses on AI-enabled tools for student engagement and inquiry-based learning. I am driven to advance technology-enabled, inclusive education in LMIC contexts, and to support systems that prepare learners for the future of work.
Using data and research to inform learning and instructional design decisions. Educational practices are grounded in credible evidence, continuous assessment, and evaluation to ensure effectiveness, relevance, and positive learner outcomes.
Designing educational programs and resources that could be efficiently adapted, and expanded across contexts and learners. Scalable design ensures growth and flexibility, at the same time maintaining instructional quality, learning effectiveness, and educational integrity.
Ensuring that all students have equal access to learning materials, tools, and environments necessary for learning journey. This includes proactively identifying and removing physical, technological, cognitive, and instructional barriers so that every learner can fully engage, achieve learning objectives, and benefit from high-quality education.
Robotics Professional Development for ICT Teachers
The Edison Robotics Workshop was a professional development program designed to equip Computer Science teachers in Uzbekistan with the knowledge and practical skills to teach robotics and programming effectively in secondary school classrooms. Participants engaged with a curriculum covering five programming environments: EdScratch, EduBlocks, EdPy, Python, and Edison-Loops, as well as the fundamentals of robot control systems. Sessions were structured to move teachers from accessible, visual block-based coding through to text-based programming languages, building confidence and competency at each stage. Practical, hands-on sessions formed the core of the workshop. Teachers worked directly with Edison robots, applying programming concepts in real time and developing the instructional skills needed to facilitate similar learning experiences for their students. Sessions also addressed pedagogical strategies for designing engaging and meaningful ICT lessons, ensuring participants left with both technical knowledge and the classroom tools to use it well. By the end of the workshop, participants had developed a working understanding of robotics and programming across multiple platforms, hands-on experience with physical robot systems, and a clear set of methods for integrating these tools into their professional teaching practice.
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Technology-Enhanced Science Instruction Pilot
Natural science teachers in Uzbekistan's secondary schools face a significant instructional gap: while digital tools have transformed science education globally, most teachers have had little to no structured exposure to technology-enhanced pedagogy. Without training in how to design and deliver lessons using interactive platforms, educators default to lecture-based instruction that offers limited opportunities for student inquiry, experimentation, or engagement. The core challenge is access to practical, subject-relevant professional learning that bridges theory and classroom application. Existing professional development offerings rarely address the specific instructional needs of science educators or provide hands-on experience with the digital tools most suited to their disciplines. The pilot program brought together STEM teachers for a three-day immersive professional development seminar at School #110 in Tashkent, built not around passive training, but around learning by doing. Every session was purposefully sequenced: teachers first understood why a tool works pedagogically, then practiced using it with guidance. By the end of day three, participants had not only learned about PhET, Nearpod, and Kahoot, they had built lesson plans, designed assessments, and produced video content using them. That distinction matters. Most professional development asks teachers to absorb information and hope they apply it later. EdTechUz demanded applications from day one. The classroom materials teachers produced during the seminar were not exercises, they were deliverables, ready to use the following Monday. The results affirmed what the design intended. Teachers left the seminar not just informed, but capable. Certificates of completion recognized their professional growth, but the more meaningful outcome was visible in what they made: a cohort of science educators who now know how to design technology-enhanced learning experiences.
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Multi-Phase Teacher Development Program
Research on how adults learn, and how teachers change their practice, is clear: lasting instructional transformation requires more than a single event. It requires time, repetition, reflection, and a community to learn with. That insight is the foundation of EdTechUz II. Building on the success of the EdTechUz pilot, this program was designed from the ground up as a multi-phase learning experience. EdTechUz II distributed learning across three distinct phases — each serving a specific purpose in the professional growth journey of science teachers. The first phase, held in August at School #110 in Tashkent, focused on acquisition. Teachers engaged in intensive, hands-on workshops that rebuilt and extended their EdTech skills, working with tools, designing materials, and beginning to think differently about what a science lesson can look like. They left with new skills and, more importantly, with a mandate: go try this in your classroom. The second phase, held online in September, was where the real learning happened. Teachers returned not as beginners, but as practitioners with six weeks of classroom experience behind them. What worked? What confused students? What needed to change? These sessions transformed individual trial-and-error into collective intelligence, and that shift, from isolated practice to shared learning, is what separates professional development that sticks from professional development that fades. The third and final phase, held in December at Cambridge International School in Tashkent, brought the cohort together one last time. Teachers demonstrated what they had built, shared what they had learned, and left the program not as participants, but as confident practitioners capable of designing technology-enhanced science instruction independently and sustainably. EdTechUz II is a proof of concept for what teacher professional development in Uzbekistan can be: rigorous, human-centered, and designed with the same intentionality we ask teachers to bring to their own classrooms.
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National Laboratory Teaching Seminar
I Am a STEM Leader is a four-day national professional development seminar focused on strengthening laboratory instruction in chemistry, physics, and biology for secondary school teachers across Uzbekistan. Approximately 90 teachers from all 14 regions of the Republic participated in the seminar. The program was designed to develop both the practical skills and the subject-specific teaching materials needed to deliver high-quality laboratory work in science classrooms. In preparation for the seminar, laboratory teaching aids for physics, chemistry, and biology were developed. Sessions combined theoretical grounding in global STEM education practices with direct, hands-on experience in planning and conducting laboratory lessons. Teachers were trained not only in the correct use of laboratory equipment and methods, but in how to make laboratory work engaging and meaningful for students. By bringing together educators from all 14 regions under a single national program, I Am a STEM Leader aims to raise the standard of science instruction consistently across Uzbekistan to ensure that students in every region have access to teachers who are equipped to deliver quality laboratory-based learning. The seminar directly supports Uzbekistan's broader educational reform goals of elevating theoretical and practical teaching in the natural sciences.
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