Digital Platforms as Catalysts for Student Volunteerism in Inclusive Education

Kholboy  Ibraimov; Nasibakhon  Аbdullayeva; Fiyuza  Mukhitdinova; Sayfiddin  Juraev; Dildora  Bazarova; Muniskhon  Usmonova; Amirjon  Mardonov

doi:10.48161/qaj.v5n4a2137

Authors

Kholboy I. Ibraimov Director of National Institute of Pedagogy and Character Education named after Kori Niyozi, Tashkent City, 100095, Uzbekistan;
Nasibakhon J. Аbdullayeva Department of Pedagogy and Psychology, Andijan State Pedagogical Institute, Andijan City, 170104, Uzbekistan;
Fiyuza A. Mukhitdinova Department of State and Law Theory, Tashkent State University of Law; Tashkent City, 100000, Uzbekistan;
Sayfiddin Juraev Tashkent State University of Oriental Studies, Tashkent City, 100060, Uzbekistan;
Dildora B. Bazarova Department of Criminal Procedure Law, Tashkent State University of Law; Tashkent City, 100000, Uzbekistan;
Muniskhon Y. Usmonova Department of Civil Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan;
Amirjon Sh. Mardonov Department of Cyber Law, Tashkent State University of Law, Tashkent City, 100000, Uzbekistan.

DOI:

https://doi.org/10.48161/qaj.v5n4a2137

Keywords:

digital platforms, student volunteerism, inclusive education, legal compliance, economic sustainability.

Abstract

This study explores the way student volunteerism can be triggered on digital platforms to facilitate inclusive education through three pillars: legal compliance, economic sustainability, and social inclusion. Design: Our design was a two-stage, mixed-methods one. Stage I developed better platform capabilities and governance. Stage II tested effectiveness using 1 group pretest posttest involving volunteers of university. The sources of data were semi-structured interviews, longitudinal case data, platform analytics, and surveys. A total of one hundred and fourteen students participated in the weekly reflection seminars; forty-five reflective papers were discussed. Another group of eighty students tested a pandemic-based deployment. Thematic coding was used to analyze the qualitative data; quantitative measures included engagement, legal-literacy and access. Findings: Platforms enhanced equivalent effectiveness and retention, as tools responded to instant academic and neighborhood requirements of students. Legal-literacy scores and policy congruency increased, and more explicit-duty-of-care and data-protection and role-definition policies were implemented by the participating institutions. Diversified sources of funds such as micro-grants, civic partners and in-kind support were emphasized in cost benefit appraisals as the strongest model of fund continuity. The respondents stated a stronger social capital (belonging, networks, civic efficacy) and access among the learners with disabilities. Nevertheless, issues that did not receive a solution were the integration of livestream, interoperability of national databases, quick onboarding, and increased privacy. Conclusion: Student volunteerism can be reliably scaled on digital platforms as a means to include students in education when there are legal protections in governance, funding is not tied to volunteer work, and the effects on the social impact are continually evaluated. We suggest a three-pronged approach of Compliance-Finance-Inclusion (CFI) to inform platform policy, design, and evaluation. Put to work jointly, CFI brings about engagement, more distinct rights and duties and quantifiable improvement in inclusion. Future studies ought to conduct cross-jurisdictional studies of CFI, align platform analytics to empirical results, and contrast alternative funding mixes across time.

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