IMPROVING ACADEMIC WRITING SKILLS AT UNIVERSITIES THROUGH ARTIFICIAL INTELLIGENCE AND BLENDED LEARNING
Abstract
This article examines how AI-supported and blended learning approaches enhance academic writing proficiency among university students. Based on a synthesis of empirical studies and key pedagogical theories, the paper proposes an effective instructional model. The context of Uzbekistan's higher education is discussed as a relevant case study.
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Copyright (c) 2026 Eʼzoza Jabborova , Nilufar Abdurasulova
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