INTER NATION school
🔝O’zbekistondagi eng katta ingliz tili markazi🔥 🇬🇧 Ingliz tili va IELTS 📍 16 ta Filial va IELTS 9.0 natijalar🚀 Ro’yxatdan o’ting👉: https://inter-nation.uz/l/telegram Qo’shimcha malumot: 📨 https://t.me/internationhelper ☎️ 78 777 77 07
Show more📈 Analytical overview of Telegram channel INTER NATION school
Channel INTER NATION school (@internationuz) is an active participant. Currently, the community unites 11 293 subscribers, ranking 17 468 in the Education category and 6 853 in the Uzbekistan region.
📊 Audience metrics and dynamics
Since its creation on невідомо, the project has demonstrated rapid growth, gathering an audience of 11 293 subscribers.
According to the latest data from 25 September, 2026, the channel demonstrates stable activity. Although there has been a change in the number of participants by -132 over the last 30 days and by -3 over the last 24 hours, overall reach remains high.
- Verification status: Not verified
- Engagement rate (ER): The average audience engagement rate is 30.81%. Within the first 24 hours after publication, content typically collects 19.38% reactions from the total number of subscribers.
- Post reach: On average, each post receives 3 479 views. Within the first day, a publication typically gains 2 188 views.
- Reactions and interaction: The audience actively supports content: the average number of reactions per post is 34.
📝 Description and content policy
The author describes the resource as a platform for expressing subjective opinions:
“🔝O’zbekistondagi eng katta ingliz tili markazi🔥
🇬🇧 Ingliz tili va IELTS
📍 16 ta Filial va IELTS 9.0 natijalar🚀
Ro’yxatdan o’ting👉: https://inter-nation.uz/l/telegram
Qo’shimcha malumot:
📨 https://t.me/internationhelper
☎️ 78 777 77 07”
Thanks to the high frequency of updates (latest data received on 26 September, 2026), the channel maintains relevance and a high level of publication reach. Analytics show that the audience actively interacts with content, making it an important point of influence in the Education category.
