This comparative linguistic study delves into the semantic and cultural representations of the concept of “tradition” in Uzbek and Russian languages. Employing methodologies such as semantic field analysis, cognitive linguistics, and corpus linguistics, the research elucidates how “tradition” is lexically encoded and culturally contextualized within these distinct ethno-linguistic frameworks. The findings reveal that the Uzbek term “an’ana” predominantly conveys communal and familial customs, reflecting the society’s collectivist ethos, whereas the Russian «традиция» encompasses a broader spectrum, including institutional conventions, indicative of a more centralized cultural narrative.

Sustainable development is one of the most important issues of concern to the international community in the modern era. It represents a long-term approach to achieving a balance between economic development, environmental protection, and achieving social justice. Achieving sustainable development requires coordination between various stakeholders. A mixed approach was used.

The research results showed that media, whether traditional or digital, play an important role in raising students' awareness about sustainable development issues. Media enhances students' understanding of environmental, social, and economic concepts related to sustainability.

The research showed that digital media (such as social media platforms, blogs, and interactive online content) have a greater impact in attracting the attention of university students compared to traditional media. Students tend to follow interactive digital content that presents sustainable development issues in an innovative and attractive way.

This study investigates the impact of self-explanation prompts on enhancing calculus understanding and learning outcomes. Self-explanation, a cognitive strategy where learners generate explanations for concepts or problem-solving steps, has been shown to improve comprehension and retention. In this research, we examine how the integration of self-explanation prompts in calculus instruction influences students' ability to grasp complex mathematical concepts. Through a combination of pre-and post-assessments, as well as qualitative feedback, the study assesses how self-explanation facilitates deeper understanding, error correction, and problem-solving skills. The findings suggest that students who engage with self-explanation prompts demonstrate improved performance, stronger conceptual grasp, and greater confidence in their ability to tackle calculus problems. The study underscores the potential of self-explanation prompts as an effective tool in calculus education.