CREATIVE ECONOMY LAW AS A PEDAGOGICAL FRAMEWORK: IMPLICATIONS FOR TEACHING THEORY AND PRACTICE IN HIGHER EDUCATION

Abstract

The adoption of national legislation on the creative economy reflects a global shift toward recognizing creativity, innovation, and intellectual capital as core drivers of sustainable development. This article examines the Law of the Republic of Uzbekistan “On the Creative Economy” as a pedagogical framework and analyzes its implications for teaching theory and educational practice. Drawing on contemporary pedagogical theories - including constructivism, experiential learning, human capital theory, and creativity-centered education - the study explores how legal frameworks shape curricula, teaching methods, and institutional learning ecosystems. The article proposes an integrative educational model for creative economy education and offers practical recommendations for educators and policymakers. The research contributes to the discourse on law-informed pedagogy and creative economy education within higher education systems.