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1. Historical stages of Islam: the socio-political and cultural characteristics of the Meccan and Medinan periods.

2. The era of the rightly guided caliphs: the system of state administration, socio-economic reforms, and the expansion of Islam.

3. The formation of scientific and cultural centers during the Umayyad and Abbasid caliphates: “Bayt al-Hikma” (house of wisdom) and its activities.

4. The spread of Islam in Transoxiana and Khorasan: the Arab conquests and changes in the spiritual life of local peoples.

5. Socio-cultural life and the formation of a family-based educational environment in Transoxiana during the early and high Middle Ages.

6. The first renaissance in Transoxiana during the 9th–12th centuries and its contribution to world civilization.

7. The Timurid renaissance (14th–15th centuries): the scientific and cultural environment of Samarkand and heart, the education system, and the development of architecture.

8. The socio-cultural status of women in Islamic history and society: the pre-Islamic age of ignorance (Jahiliya) and the fundamental transformation of women’s rights with the advent of Islam.

9. The role of female hadith scholars and women scholars in the history of Islamic scholarship: the scholarly legacy of Aisha (may allah be pleased with her) as an example.

10. The contribution of women scholars of Transoxiana to the development of Islamic scholarship (hadith, Fiqh, Sufism, and literature) and the phenomenon of family-based schools of learning.

11. Islamic source studies as an academic discipline: its subject matter, objectives, and principal research methods.

12. The holy qur’an as the primary and most authoritative source of Islamic source studies: the history of its revelation, compilation, and rasm al-mushaf.

13. Hadith studies and source criticism: a scholarly analysis of the “sihah al-sittah” (six canonical hadith collections) and their authors.

14. The science of evaluating hadith narrators (“jarh wa ta‘dil”) and its significance in source studies.

15. The role of tabaqat literature in islamic history and source studies (e.g., ibn Sa‘d’s “tabaqat” and Ibn Hajar al-Asqalani’s “al-isaba”).

16. Classical and modern sources on female hadith scholars and their role in hadith transmission (including Muhammad Akram Nadwi’s “al-afa bi asma al-nisa”).

17. Analysis of historical sources, biographical anthologies (Tazkiras), and waqf documents relating to the activities of women scholars and other scholars of Transoxiana.

18. Methodology for working with manuscript sources: stages of textual study, comparative analysis (textual criticism), and introduction into scholarly circulation.

19. Sources of Islamic jurisprudence (fiqh): the development of the Hanafi school in Transoxiana and its principal sources.

20. The integration of source studies and historiography in researching the contributions of central Asian scholars to Islamic scholarship.

21. The historical formation of the scholarly centers of Bukhara, Samarkand, Ustrushana, Khwarazm, and Fergana and their role in the scholarly and cultural life of Transoxiana.

22. The activities of the Khwarazm ma’mun academy and the contributions of its great thinkers (Khwarizmi, Biruni, and others) to world science.

23. The role of the scholarly and educational centers of Bukhara and Samarkand in the development of Islamic jurisprudence (fiqh), kalam, and hadith studies in the Islamic world.

24. The scholarly environment of Fergana and Ustrushana, the intellectual legacy of scholars from these regions, and its study from the perspective of source studies.

25. The role of the Khwarazm scholarly center in medieval eastern culture: its contribution to the development of mathematics, astronomy, medicine, and the natural sciences.

26. The development of hadith and fiqh studies in Bukhara and Samarkand during the 9th–12th centuries and the distinctive characteristics of local scholarly schools.

27. The activities of scholars from the Ustrushana and Fergana regions and their role in the development of historical scholarship.

28. Scholarly and cultural relations among the various intellectual centers of Transoxiana (Bukhara, Samarkand, Khwarazm, Fergana, and Ustrushana) and their reflection in historical sources.

29. The activities of women scholars and female hadith scholars in the scholarly and educational environments of Bukhara and Samarkand: a source-based scholarly analysis.

30. Family-based educational traditions in the formation of the scholarly centers of Khwarazm and Fergana and the role of scholarly households as intellectual academies.

31. Historical and source-based evidence on madrasas, scholarly gatherings, and the participation of women scholars in the various regional scholarly centers of Transoxiana.

32. The status of Bukhara as a scholarly center in the Islamic world during the 9th–12th centuries: the school of Transoxiana jurists and the factors behind its formation.

33. The role of Samarkand’s scholarly and educational environment in medieval eastern civilization: the activities of madrasas, libraries, and scholarly circles.

34. The contribution of the Khwarazm scholarly center (during the period of the Ma’mun academy and in subsequent centuries) to the development of encyclopedic knowledge.

35. The scholarly and cultural potential of the Fergana valley: the legacy of thinkers who emerged from the region during the early and high Middle Ages.

36. The historical, geographical, and cultural significance of the Ustrushana region: its local scholarly environment and the activities of its scholars.

37. The interrelationship between the scholarly schools of Bukhara and Samarkand: a source-based analysis of scholarly and cultural relations.

38. The integration of the natural sciences and humanities in the scholarly centers of Khwarazm and Fergana.

39. The contribution of thinkers from Ustrushana and the northern regions to Islamic and world civilization.

40. The position of the cities of Transoxiana along the networks of the great silk road and their role in scholarly and cultural exchange.

41. Architectural monuments, mosques, and madrasas in the cities of Transoxiana during the 9th–12th centuries and their role as centers of scholarship and education.

42. The revival of the scholarly centers of Samarkand and Herat during the Timurid period: the activities of Ulugbek’s academy and scientific innovations.

43. Urban culture and the principal trends of the scholarly environment in the socio-political life of Transoxiana.

44. The history of Bukhara’s attainment of the status of “Qubbat al-Islam” and the stages in the formation of its scholarly and religious environment.

45. The recognition of Samarkand as a world-renowned center of scholarship in astronomy, mathematics, and Islamic jurisprudence (fiqh).

46. The family-based education system in Transoxiana and its role in the transmission of scholarly traditions.

47. Evidence from historical sources on households serving as centers of scholarly learning (academies) during the early and high Middle Ages.

48. The representation in historical chronicles of the activities of women scholars and female hadith scholars educated in the scholarly households of Bukhara and Samarkand.

49. The continuity of scholarship through scholarly family dynasties in the Khwarazm and Fergana regions: a source-based analysis.

50. Information in historical sources on the educational activities of women in Ustrushana and its surrounding regions.

51. Women’s participation in the Islamic legal system (fiqh) and the activities of family-based schools of fatwa.

52.  The contribution of female hadith scholars to the development of hadith studies and an analysis of sources based on their narrations.

53. The principles and methods of recording the names of women scholars in tazkira and biographical (tabaqat) works on the history of Transoxiana.

54. The role of women in establishing scholarly, educational, and charitable institutions in Transoxiana based on waqf documents.

55. Methodology for studying the role of women in literature, poetry, and spiritual education based on medieval sources.

56. Women’s scholarly journeys (rihla) in islamic history and their role in strengthening connections among scholarly centers.

57. Family libraries of Bukhara and Samarkand scholars and the role of women in preserving scholarly heritage within them.

58. Stages of identifying, classifying, and introducing manuscripts into scholarly circulation in Islamic source studies.

59. Methodology of comparative-historical analysis (textual criticism) in the study of sources relating to women scholars and other scholars of Transoxiana.

60. The structure of works in the “tabaqat” genre and their scholarly and historical significance.

61. The role of isnad and matn criticism methodologies in hadith source studies.

62. The distinctive characteristics of chronicles and historical accounts in the historiography of the medieval Muslim east.

63. The role of foreign archival collections and manuscripts in the study of the history and scholarship of Transoxiana.

64. Methodology for taking temporal and spatial factors into account in the study of Islamic law and fiqh sources.

65. Challenges in translating and providing scholarly commentary on the Arabic-language intellectual heritage of central Asian scholars.

66. The role of modern digital technologies and electronic databases in the study of Islamic history and source studies.

67. Current priorities in introducing understudied sources on women scholars of Transoxiana into scholarly circulation.

68. Criteria of subjectivity and objectivity in working with historical sources: a methodology of critical analysis.

69. The gender approach in contemporary research on the history of Islamic civilization and its scholarly foundations.

70. The madrasa education system in the scholarly centers of Transoxiana and methods for studying its source base.

71. The principles of continuity and intellectual succession in the teaching and study of Islamic history and source studies.

72. Classification of bibliographic and bio bibliographic sources containing information on women scholars and female hadith scholars of Transoxiana.

73. The representation of women’s participation in scholarly gatherings and academic debates in the works of medieval eastern authors.

74. Documents relating to the activities of qadis in Bukhara, Samarkand, and Khwarazm and their reflection of women’s property and social rights.

75. The role of tazkira literature on Sufism and its representatives in Islamic source studies.

76. The family environment of the companions (sahaba) and followers (tabi‘un) during the early period of the spread of islam in Transoxiana and its source-based analysis.

77. The tradition of scholarly travel (“rihla”) in the Islamic world during the 9th–12th centuries and evidence of the participation of women scholars from Transoxiana.

78. The scholarly and cultural profile of the cities of Transoxiana in classical Arabic works on history and geography.

79. The formation of the schools of Islamic jurisprudence and the influence of the family-based scholarly environment on the spread of the Hanafi school in Transoxiana.

80. Madrasa waqf deeds in medieval sources and the methodology for studying the activities of educational institutions through them.

81. Family, child upbringing, and the educational role of women in the pedagogical and ethical views of eastern thinkers.

82. Source-based evidence on women’s patronage activities (waqf and charity) in the socio-political life of Transoxiana.

83. Women’s participation in the production of written sources, bookmaking, and the art of calligraphy in the history of Islamic civilization.

84.  An analysis of the principal historical sources describing the cultural flourishing of the Timurid period in central Asian historiography.

85. Criteria for assessing the reliability (thiqah) of female narrators and methods of their evaluation in the history of hadith studies.

86. Observations in medieval sources on the lifestyle and customs of local populations and the status of women in society.

87. The role of oriental studies schools and manuscript collections in the study of the scholarly heritage of women scholars of Transoxiana.

88. Establishing historical truth through textual criticism and the study of chains of transmission (isnad) in Islamic source studies.

89. A comparative analysis of foreign travelers’ memoirs and written sources in the study of the scholarly and educational environments of Bukhara and Samarkand.

90. The study of the scholarly heritage of scholars from Ustrushana, Fergana, and Khwarazm in accordance with modern source studies methodologies.

91. Methodological features of gender-based research in Islamic history and source studies.

92. The significance of the intellectual continuity of Transoxiana’s family-based educational schools for the modern education system and upbringing processes.

93. A comparative legal analysis of sources addressing the legal and social status of women in Islam.

94. Introducing the scholarly heritage of women scholars of Transoxiana into academic circulation and identifying priority areas for future research.

95. The issue of the individual and the intellectual environment in Islamic history and source studies: the influence of the socio-spiritual environment that nurtured women scholars of Transoxiana.

96. The processes of integrating local customs with Islamic legal norms in medieval sources.

97. Women’s contribution to the development of scholarship, culture, and the arts during the Timurid period and the era of the Timurid princes.

98. The structural principles of tazkiras and biographical dictionaries in Islamic source studies and the degree of their historical reliability.

99. The formation of the madrasa education system in Transoxiana and a source-based analysis of the activities of family dynasties of Mudarrises.

100. A review of classical sources highlighting women’s role in promoting education and enlightenment and enhancing the spiritual life of society in Islam.