International university rankings have become strong tools of governance that impact strategic institutional policies and higher education reforms on the global front. In the case of emerging systems like Uzbekistan, rankings are a challenge as well as a chance to be recognized in the world. This paper presents the response of universities in Uzbekistan to the ranking pressures based on interviews with administrators of a public, private, and international branch campus university, and review of national policy documents. The results leave a very clear picture of contrasts between the private and international universities: international branding, autonomy in decision-making, and research incentives are indicators of structured approaches to ranking whereas bureaucratic rigidity, lack of autonomy, and inadequate allocation of resources characterize universities in public. The more important determinant of competitiveness turns out to be governance capacity, not ambition. The paper concludes that to achieve sustainable progress in rankings, reforms to governance are needed that increase autonomy, accountability, and institutional capacity and integrate rankings into larger education, research, and development missions.

This article examines how universities are transforming into key drivers of technological innovation and economic development as their role in society expands. This shift leads to a new trajectory in university evolution. The transition to an entrepreneurial university requires establishing a strategic direction, maintaining a commitment to the knowledge generated within the institution, and ensuring its application, primarily on a regional level. Entrepreneurial universities enhance traditional research universities by fostering stronger connections with society. They integrate education, research, and industry, leveraging real-world challenges to help graduates address unemployment. Uzbekistan's Higher Education Development Concept until 2030 sets the goal of ranking among the top 50 countries in the Global Innovation Index by 2030. In this context, the significance of entrepreneurial universities is emphasized as a key factor.

This article scientifically examines the role of innovation policy in accelerating regional socio-economic development. In the context of globalization and digital transformation, it emphasizes that third-generation policies aligned with regional innovation systems (RIS) and the United Nations Sustainable Development Goals (SDGs) serve as a key factor in ensuring economic growth. The study is based on systematic literature review (SLR) methodology and analyzes a number of research works published in recent years in the Scopus, Web of Science, and ResearchGate databases. The results indicate that innovation policy, as exemplified by the European Union (S3 strategies) and China (MLP programs), increases GRDP by 5-15%, enhancing employment and competitiveness, although institutional constraints and polarization risks persist in less developed regions. The conclusion demonstrates that the effectiveness of the policy depends on R&D investments and university-industry collaboration. Among the recommendations are increasing subsidies and introducing flexible conditions, while future research should focus on developing countries.

The article analyzes the progress of the Triple Helix innovative model, the reasons and conditions for its change. The original model considered the interaction of the state, business structures and the scientific (including university) community. The article demonstrates how the interaction of elements becomes more complex with the emergence of the fourth, called "public" (media, culture, creative industry, etc.). The role of this element in the Quadruple Helix innovative model is studied. The significance of the work lies in clarifying the characteristics and conditions for the complication of innovative interaction. The Fivefold Helix innovation model illustrates what qualitative changes occur in the relationships of innovation process participants. It accumulates ecological and social aspects of development.

This study focuses on university students and teachers at Bukhara State University in Uzbekistan to examine socio-psychological factors impacting the learning of English as a foreign language. The main hypothesis is that these factors influence students' attitudes towards learning English. The research also investigates if parental factors play a role in students' attitudes. Results show demographic details of students' backgrounds and parents' occupations. The study emphasizes the importance of understanding these factors in English language education.