This study examines the relationship between students' perceptions of instructional quality and their digital reading performance across seven post-Soviet countries using PISA 2022 data (N = 56,477 students; 2,495 schools). Drawing on Klieme et al.'s instructional quality framework—encompassing instructional approaches, classroom management, and supportive climate—three-level hierarchical linear models (HLM) were estimated. Results indicate that perceived instructional adaptation (β = 0.109), teacher-directed instruction (β = 0.076), digital skills teaching practices (β = 0.230), and stimulation of reading engagement (β = 0.123) were significantly and positively associated with digital reading outcomes. A favorable disciplinary climate (β = 0.031), teacher interest (β = 0.073), and teacher support (β = 0.054) also contributed positively. Conversely, reading skill exercises (β = −0.051) and extended instructional time (β = −0.054) showed small negative associations. School-level variance explained a large share of outcome variability (f² = 44.77%), underscoring the institutional role in shaping digital literacy. The findings extend instructional quality research to transitional education systems and provide actionable implications for pedagogy and education policy in post-Soviet contexts
| Mualliflar | Khadjieva , Indira, Хаджиева , Индира, Xadjieva , Indira |
|---|---|
| Jurnal | Илғор иқтисодиёт ва педагогик технологиялар |
| Nashr sanasi | 2026-06-17 |
| Jild | 3 |
| Son | 3 |
| Betlar | 579-587 |
| Til | Ingliz |
| DOI | 10.60078/3060-4842-2026-vol3-iss3-pp579-587 |
DOI: 10.60078/3060-4842-2026-vol3-iss3-pp579-587 · Maqolaning asl sahifasi
instructional quality, digital reading literacy, PISA 2022, hierarchical linear modeling, post-Soviet education, secondary education, качество преподавания, цифровая грамотность чтения, PISA 2022, иерархическое линейное моделирование, постсоветское образование, среднее образование, o‘qitish sifati, raqamli o‘qish savodxonligi, PISA 2022, ierarxik chiziqli modellashtirish, post-sovet ta’limi, o‘rta ta’lim
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