SYMBOLS AND SIGNS IN UZBEKISTAN AND EASTERN COUNTRIES AS A FACTOR FOR ENHANCING INTERCULTURAL COMMUNICATION IN DISTANCE EDUCATION

Abstract

This article examines the significance of cultural symbols and signs in strengthening intercultural communication within the framework of distance education, with specific reference to Uzbekistan and other Eastern societies. In the era of globalization, online education extends beyond the transfer of academic knowledge, serving as a medium for cultural transmission, identity formation, and the development of intercultural competence. Building on Geertz’s notion of culture as “webs of significance” and Nasr’s perspective on the spiritual role of symbols, the paper demonstrates how shared emblems such as the crescent and star foster cultural solidarity, while unique symbols—including Uzbekistan’s decorative arts, China’s dragon, and Japan’s cherry blossoms—reflect national identities. The study highlights that the integration of symbols into digital platforms through multimedia resources, virtual museums, and interactive assignments enriches learner engagement and facilitates cultural dialogue. Ultimately, the paper argues that cultural symbolism in distance learning transforms education into both a cognitive and intercultural experience, thereby promoting mutual respect and global understanding.