Transforming Accounting Education under the Uzbekistan–2030 Strategy: A Model for Academic Workload and Its Effective Mastery

Abstract

This article analyses the transformative processes of accounting education in the context of Uzbekistan's development strategy through 2030. The structure of the academic workload at the bachelor's level (theoretical, practical and research components) is studied using a systematic approach. Based on cognitive load theory, the reflective learning model and the integration of digital competencies, a mechanism for effective mastery is developed. The author proposes an adaptive model for managing the academic workload and substantiates its role in developing human capital. The results show that the methodology for optimising the workload serves to improve the quality of accounting education.