DIGITAL PLATFORMS AND THE EFFICIENCY OF INCLUSIVE EDUCATION: EVIDENCE FROM UZBEKISTAN
DOI:
https://doi.org/10.5281/zenodo.20777352Abstract
This study examines the role of digital education platforms in improving the efficiency of
inclusive education services in the Republic of Uzbekistan, with particular attention to higher education
institutions. As digital transformation reshapes the delivery of educational services, accessible online
platforms have become a strategic tool for ensuring equal learning opportunities for students with disabilities
and other groups with special educational needs. The research analyzes the current state of digital inclusive
education, evaluates the economic efficiency of platform implementation using the Cost–Benefit Analysis
(CBA) methodology, and introduces composite indicators—the Student Satisfaction Index (S-Index) and
the Digital Inclusion Index (D-Inclusion Index)—to assess service quality. Using the case of Tashkent State
University of Economics and its integration with the national HEMIS system, the findings show that the
introduction of an inclusive digital platform equipped with sign-language interpretation, content visualization,
and adaptive proctoring modules increased the economic efficiency of educational services by approximately
5–6 percent, while improving accessibility and learner satisfaction. The results confirm that the systematic
implementation of inclusive digital platforms, supported by reliable indicators and effective policy measures,
is essential for the sustainable modernization of higher education and the expansion of equitable access to
knowledge in Uzbekistan.
Keywords
digital education platforms, inclusive education, educational services, efficiency, digital economy, cost–benefit analysis, HEMIS, digital inclusion, student satisfaction, Uzbekistan.References
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