Hybrid Teaching As A Bridge For Hospitalized Students’ Social And Language Development
Keywords:
hospital pedagogy, hybrid teaching, communicative competence, social inclusion, language development.Abstract
Hospital pedagogy represents a vital dimension of inclusive education, ensuring that children undergoing medical treatment continue their learning without interruption. This study explores how hybrid teaching — the integration of face-to-face and online instruction — functions as a bridge for hospitalized students’ social and language development. The article draws upon both international research and Uzbek pedagogical experience from “Mehrli maktab” hospital programs. Findings indicate that hybrid models enhance not only linguistic competence but also emotional well-being and social connectedness among learners. Through digital tools, personalized communication, and teacher empathy, hospital education can promote inclusion and communicative growth even in constrained environments. The paper concludes that hybrid teaching should be institutionalized as a standard component of hospital education policy to ensure both academic continuity and holistic development.
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