European International Journal of Pedagogics
44
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TYPE
Original Research
PAGE NO.
44-46
DOI
OPEN ACCESS
SUBMITED
18 February 2025
ACCEPTED
16 March 2025
PUBLISHED
17 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Content and Didactic
Support for The Formation
of Students' Socio-Political
Competence Through
Educational Technologies
in Teaching the Subject
"Tarbiya"
Samatova Iroda Azamjon qizi
PhD student of the Qori Niyoziy National Institute of Educational
Pedagogy, Uzbekistan
Abstract:
The article provides a theoretical analysis of
the concepts of competence, social responsibility,
psychological characteristics of adolescence, forms and
methods of development of their social responsibility,
pedagogical and psychological conditions for the
formation of social competence of students and
guidelines for development.
Keywords:
Social competence, adolescence, high school
students, forms and methods of measuring social
competence, methodology, model of a high school
student, age and mental characteristics, stimulation of
educational activity, creating a state of success,
selfawareness, self-esteem.
Introduction:
At the present time, when the process of
intercultural integration is taking place in the world,
creative mechanisms for the development of social
competencies of young people are being introduced
into the educational process. UNESCO emphasizes
educational outcomes in the "Information for All"
materials: "learning to know, learn to do, learn to live
together, learn to live" as the main global competencies,
and systematic work is being carried out to implement
significant projects related to the development of
youth's socio-legal, socio-political, socio-economic, and
socio-cultural competencies, effective implementation
of youth support, and protection of their legal and
legitimate interests.
Analysis of the Literature on the Subject
. In world
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European International Journal of Pedagogics
educational and research institutions, scientific
research is being conducted on the development of
students' abilities to apply the acquired knowledge and
skills in their personal, professional, and social
activities,
improving
the
system
of
social
competencies,
and
developing
the
psycho-
physiological, anthropological, and autopsychological
characteristics of students. On these issues, the
Council of Europe in 1996 at the Symposium on "Basic
Competencies for Europe"[1] recommended to the
member states of the European Union the basic
competencies [2] that should be formed in the process
of the continuous education system. As a solution to
the problem, special attention is paid to scientific
research on the development of students' social
competencies, psychological capabilities, personality-
oriented educational processes, and the development
of students' social competencies in the context of
modernization of educational processes. In recent
years, in our republic, along with the needs of society
and the changing educational paradigm, a regulatory
framework has been created for the development of
students' skills in applying theoretical knowledge in
practice and basic social competencies. In our
country, "raising physically healthy, spiritually and
intellectually
developed,
independent-thinking,
patriotic youth with firm life views, increasing their
social activity in the process of deepening democratic
reforms and developing civil society"[3] has been
identified as a priority issue. As a result, additional
opportunities have been created for improving social
competencies,
pedagogical
and
psychological
characteristics, and didactic capabilities in students of
general education schools. A number of scientific and
practical results have been achieved in the world in the
field of research on improving the development of
social competencies: the implementation of personal
successes in their effective actions, the influence of
various organizational factors on the development of
social
competence
has
been
scientifically
substantiated (University of Massachusetts, USA); the
factors of competence in the formation of personality
have been studied, the relationship of one's abilities
with one's own responsibilities and responsibility
(European Qualification Framework, USA, Brussels);
theoretical and conceptual foundations for the
definition and selection of competencies, as well as
statistical indicators of personal competencies, have
been improved based on the application of empirical
results in relation to educational results (Development
and Selection of Key Competencies); creative thinking
in students has been improved based on the
identification of diagnostic features of the pedagogical
approach "Lesson Study," which reflects effective
forms of learning actions (Nagoya University, Japan);
competency-based approaches to teaching subjects in
general education schools have been developed based
on the application of universal cultural, communicative,
socio-labor, and national values (Moscow State Ped )
In world research institutions, scientific research is
being conducted on the implementation of personal
successes in their effective actions, the influence of
various organizational factors on the development of
social competence, the relationship of competence in
the formation of personality with one's own abilities and
responsibilities, theoretical and conceptual foundations
for determining and selecting competencies, as well as
the continuous development of statistical indicators of
personal competencies in the future, the impact of
social competencies (Lerncompetenz) obtained from
general education subjects on educational outcomes,
improving the mechanisms for the development of
meta-competencies. Reforms in the educational
process give creative activity to the spirituality of the
youth of Uzbekistan. All the best opportunities of the
younger generation are manifested in it, professional
skills are continuously improved, and the wise
experience of older generations is understood and
passed on to the younger generation. A firm conclusion
was made that the understanding of education and
spirituality begins with young people, their talent and
thirst for knowledge.
Clause 10 of Chapter III of the Concept of Continuous
Spiritual Education provides for the implementation of
a set of organizational, financial, and scientific-
methodological work related to the introduction of the
subject "Tarbiya" for grades I-XI of general secondary
educational institutions, combining the subjects
"Odobnoma", "Vatan tuyg’usi" "Milliy istiqlol g’oyasi va
ma’naviyat asoslari " and "Dinlar tarixi" The subject
"Tarbiya" plays a significant role in developing social
competencies in students of general secondary
education schools [4]. Responsibility for the effective
implementation of the strategy for the development of
students' social competencies is emphasized. The
widespread use of pedagogical innovations in the
educational process is a global trend in world
development. At the same time, the creation of an
interactive educational environment, the improvement
of innovative methods and technologies for the
development of students' thinking and worldview, and
their social competencies are becoming increasingly
important. In our opinion, social competence is the
ability to think and analyze political, economic, and
social aspects, which are considered the social structure
of society in the process of formation of the student's
personality, according to his belonging to one or
another social group as an individual, as well as to have
practical skills, to use social values and personal
European International Journal of Pedagogics
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European International Journal of Pedagogics
motives. The development of social competence
requires a thorough identification of the age
characteristics of students. Adolescence is the most
difficult and important period in terms of personal
development. The general growth of the personality
during adolescence, the expansion of the range of its
interests, the development of self-awareness, a new
experience of communication with peers - all this leads
to a rapid growth of values and experiences of social
motives, for example, the ability to empathize with the
grief of others, self-sacrifice, etc. Significant problems
during this period are associated with the rapid
development of the emotional sphere: a sharp change
in mood, impulsivity, expansion of the range of
emotions - all this is associated with the "adolescence
complex" observed in many children from 10 to 16
years of age [5].
CONCLUSION
In conclusion, the development of students' social
competencies is of great importance in ensuring their
overall development and the social progress of society.
It is advisable to educate students in accordance with
state requirements, to teach them to rationally use
their capabilities and existing conditions.
REFERENCES
Decree of the President of the Republic of Uzbekistan
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OECD Reviews of Evaluation and Assessment in
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publishing, PARISCEDEC. 2013. 148-p.
Совет Европы: Симпозиум по теме «Ключевые
компетенции для Европы»: Док. DEC
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43.Берн,1996
Concept of Continuous Spiritual Education.// Appendix
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