Abstract
Summary. This article provides a comparative analysis of the education systems in the United States and Azerbaijan, with a specific focus on project-based learning and inclusive education. Drawing on observations made during the Fulbright TEA program, the article highlights how these two countries approach education and the challenges and opportunities that arise as a result. The article also discusses the implications of these findings for future research and policy in the field of education. Key words: Education systems, Project-based learning, ınclusive education curriculum, biology lesson, critical thinking, student skills
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