This article examines the formation, development, and historical significance of new-method schools in Central Asia during the late nineteenth and early twentieth centuries. The study analyzes the role of Jadid educational ideas in the modernization of the educational system and identifies the political, social, and cultural prerequisites that contributed to the emergence of new-method schools. Particular attention is paid to a comparative analysis of educational institutions operating in Turkestan, Kazakhstan, the Emirate of Bukhara, and the Khanate of Khiva. The article explores the transition from the traditional Muslim educational system to modern teaching methods, the introduction of secular subjects into curricula, and their impact on improving the educational level of the population. The research employs the principles of historicism, comparative-historical analysis, synthesis and analytical methods, induction and deduction, as well as the chronological approach. Based on archival documents, periodicals, and the works of domestic and foreign scholars, the study evaluates the contribution of new-method schools to the growth of national consciousness, cultural modernization, the development of enlightenment movements, and the formation of a national intelligentsia. The findings demonstrate the significant role of new-method schools in reforming traditional Muslim education, introducing secular knowledge, and promoting socio-political modernization in Central Asia.