Focus on Action, Partnerships and Goals
The AELLCA project“Effective strategies for promoting inclusion in pre-service English language teacher education in Uzbekistan” successfully strengthened institutional capacity for inclusive English language teacher education through collaboration between Lancaster University, Westminster International University in Tashkent(WIUT), and Uzbekistan State University of World Languages (UzSWLU).
Over the five-month implementation period, the project focused on developing practical, context-sensitive tools to support inclusive practice at PRESETT level and building the professional capacity of the Uzbek team and wider teacher educator community.
Major Achievements
1) Increased Capacity of the Uzbekistan Project Team
Through structured mentoring, collaborative drafting, online courses and academic exchange with the UK lead and expert, Uzbekistan team members from UzSWLU and WIUT significantly strengthened their expertise in inclusive pedagogy and universal design principles. They also enhanced their capacity to design training, facilitate professional development, and embed EDI principles into PRESETT curricula, ensuring that expertise is now locally sustained.
2) Professional Development for PRESETT Educators
The two-day hybrid workshop in January 2026 was designed not only as a training event but as a co-creation space. Participants were invited to explore their current awareness of inclusion, identify challenges they face in PRESETT contexts, and contribute ideas, examples, and priorities to shape the Guidebook content. The workshop modelled inclusive practice through multimodal delivery and the provision of sign language interpretation. Representatives from the Deaf Society contributed to discussions and activities, ensuring authentic engagement with disability inclusion. This participatory approach strengthened the contextual relevance of the Guidebook and increased participant ownership.
3) Development of the Inclusive Teacher Guidebook
A context-sensitive Guidebook was developed to provide practical, classroom-ready strategies for inclusive English language teaching. This Guidebook addresses key principles and practical strategies for promoting inclusion in English
language education, exploring diverse learner needs, including the needs of neurodiverse students and language learners with visual and hearing impairments, and provides guidance on inclusive pedagogy, classroom management, assessment, teaching techniques for supporting the development of key language skills, and the use of digital tools to support accessible and equitable learning environments. The materials move beyond theoretical discussion and focus on actionable strategies for classrooms.
Regional outreach
The workshop extended engagement beyond Tashkent, the capital of Uzbekistan and ensured more equitable access to professional dialogue on inclusion across the country. In the workshop held in January 2026 in Tashlent, participants were from 18 PRESETT institutions in Tashkent, Tashkent region, Jizzakh, Bukhara, and Namangan.
Anyone interested could also join the workshop online. Thus, the two-day workshop engaged a total of 120 in-person participants and 21 online participants, reflecting strong national reach and accessibility. In-person participation showed a pronounced gender balance in favour of women, with 96 female and 24 male participants, while online participation further reinforced this trend, with 19 female and 2 male participants.
In-person participants represented a wide range of higher education institutions, including Westminster International University in Tashkent, Uzbekistan State World Languages University, Central Asian University, Millat Umidi University, TIIAME National Research University, National Pedagogical University of Uzbekistan, Namangan State University, Jizzakh State Pedagogical University, Bukhara State University, Webster University in Tashkent, MGIMO University (Tashkent branch), Nordic International University, Oriental University, the University of Business and Science, New Uzbekistan University, Warwick University (UK), UzJMCU, UzJOKU, alongside representatives from British Council, Uzbek Society of Deafs and schools.
To disseminate the project outputs and outcomes, a Professional Development event was delivered in Nukus, Karakalpakstan. This event enabled participants to increase their awareness of inclusive education and explore the general principles of inclusive teaching and learning.
4) Webinars and the establishment of a Community of Practice
The establishment of the Community of Practice (CoP) created an ongoing professional platform for exchange and collaboration, supporting sustained engagement beyond the grant period. The platform, which now has around 500 members, enables teachers to share resources, participate in webinars with sign language interpretation, engage in discussions and quizzes, and receive daily practical tips on inclusive teaching. These activities reinforce the project’s commitment to accessibility, professional dialogue, and continued engagement beyond the project duration.
So far two webinars were held with input and hands-on practice for the inclusive teaching of key English language competencies by the project consultant, Dr. Bimali Indrarathne. The final webinar will be held on 27th of March.
Despite the short timeframe and limited piloting phase, the project successfully shifted the focus of inclusive education from policy-level discussion to practical classroom application and established a strong foundation for wider dissemination and long-term institutional change.
Major Achievements
1) Increased Capacity of the Uzbekistan Project Team
Through structured mentoring, collaborative drafting, online courses and academic exchange with the UK lead and expert, Uzbekistan team members from UzSWLU and WIUT significantly strengthened their expertise in inclusive pedagogy and universal design principles. They also enhanced their capacity to design training, facilitate professional development, and embed EDI principles into PRESETT curricula, ensuring that expertise is now locally sustained.
2) Professional Development for PRESETT Educators
The two-day hybrid workshop in January 2026 was designed not only as a training event but as a co-creation space. Participants were invited to explore their current awareness of inclusion, identify challenges they face in PRESETT contexts, and contribute ideas, examples, and priorities to shape the Guidebook content. The workshop modelled inclusive practice through multimodal delivery and the provision of sign language interpretation. Representatives from the Deaf Society contributed to discussions and activities, ensuring authentic engagement with disability inclusion. This participatory approach strengthened the contextual relevance of the Guidebook and increased participant ownership.
3) Development of the Inclusive Teacher Guidebook
A context-sensitive Guidebook was developed to provide practical, classroom-ready strategies for inclusive English language teaching. This Guidebook addresses key principles and practical strategies for promoting inclusion in English
language education, exploring diverse learner needs, including the needs of neurodiverse students and language learners with visual and hearing impairments, and provides guidance on inclusive pedagogy, classroom management, assessment, teaching techniques for supporting the development of key language skills, and the use of digital tools to support accessible and equitable learning environments. The materials move beyond theoretical discussion and focus on actionable strategies for classrooms.
Regional outreach
The workshop extended engagement beyond Tashkent, the capital of Uzbekistan and ensured more equitable access to professional dialogue on inclusion across the country. In the workshop held in January 2026 in Tashlent, participants were from 18 PRESETT institutions in Tashkent, Tashkent region, Jizzakh, Bukhara, and Namangan.
Anyone interested could also join the workshop online. Thus, the two-day workshop engaged a total of 120 in-person participants and 21 online participants, reflecting strong national reach and accessibility. In-person participation showed a pronounced gender balance in favour of women, with 96 female and 24 male participants, while online participation further reinforced this trend, with 19 female and 2 male participants.
In-person participants represented a wide range of higher education institutions, including Westminster International University in Tashkent, Uzbekistan State World Languages University, Central Asian University, Millat Umidi University, TIIAME National Research University, National Pedagogical University of Uzbekistan, Namangan State University, Jizzakh State Pedagogical University, Bukhara State University, Webster University in Tashkent, MGIMO University (Tashkent branch), Nordic International University, Oriental University, the University of Business and Science, New Uzbekistan University, Warwick University (UK), UzJMCU, UzJOKU, alongside representatives from British Council, Uzbek Society of Deafs and schools.
To disseminate the project outputs and outcomes, a Professional Development event was delivered in Nukus, Karakalpakstan. This event enabled participants to increase their awareness of inclusive education and explore the general principles of inclusive teaching and learning.
4) Webinars and the establishment of a Community of Practice
The establishment of the Community of Practice (CoP) created an ongoing professional platform for exchange and collaboration, supporting sustained engagement beyond the grant period. The platform, which now has around 500 members, enables teachers to share resources, participate in webinars with sign language interpretation, engage in discussions and quizzes, and receive daily practical tips on inclusive teaching. These activities reinforce the project’s commitment to accessibility, professional dialogue, and continued engagement beyond the project duration.
So far two webinars were held with input and hands-on practice for the inclusive teaching of key English language competencies by the project consultant, Dr. Bimali Indrarathne. The final webinar will be held on 27th of March.
Despite the short timeframe and limited piloting phase, the project successfully shifted the focus of inclusive education from policy-level discussion to practical classroom application and established a strong foundation for wider dissemination and long-term institutional change.