This article analyzes the didactic conditions necessary to improve the process of formation of competence of technical creativity of students studying in the direction of technological education. It highlights modern educational tools, interactive methods, educational environment, project-based teaching, specific aspects of the content and methodology of technological education. The article substantiates didactic mechanisms that serve to direct students to technical and technological creativity from a theoretical and practical point of view.

This study focuses on identifying key success factors in the implementation of active learning models in higher education. The research analyzes the pedagogical foundations of active learning approaches (problem-based learning, project-based learning, collaborative learning, flipped classroom), as well as institutional, methodological, and technological conditions for their effective application. Based on international and national literature, a systematic framework of success factors is developed. The findings contribute to improving teaching quality and promoting competency-based education in higher education institutions

This article examines how universities are transforming into key drivers of technological innovation and economic development as their role in society expands. This shift leads to a new trajectory in university evolution. The transition to an entrepreneurial university requires establishing a strategic direction, maintaining a commitment to the knowledge generated within the institution, and ensuring its application, primarily on a regional level. Entrepreneurial universities enhance traditional research universities by fostering stronger connections with society. They integrate education, research, and industry, leveraging real-world challenges to help graduates address unemployment. Uzbekistan's Higher Education Development Concept until 2030 sets the goal of ranking among the top 50 countries in the Global Innovation Index by 2030. In this context, the significance of entrepreneurial universities is emphasized as a key factor.

This article is devoted to a comprehensive analysis of the didactic opportunities and challenges associated with the integration of Artificial Intelligence (AI) and digital technologies (DT) into the methodology of teaching Russian as a Foreign Language (RFL). Modern digital transformation of education necessitates the adaptation of learning systems, making education more technological and personalized. AI, including neural networks and generative models, allows for the creation of individualized educational trajectories and significantly increases learning effectiveness. Surveys involving RFL instructors showed that 78% of educators view digitalization positively, and the use of AI can improve students' academic results by up to 20% compared to traditional methods. The blended learning format, combining face-to-face instruction with digital resources, is recognized as the most effective