European International Journal of Pedagogics
45
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
45-47
DOI
3
OPEN ACCESS
SUBMITED
09 March 2025
ACCEPTED
05 April 2025
PUBLISHED
08 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Technology of
Developing Legal
Competence of Students
In "Tarbiya" Lessons
(Grades 7-9)
Jumanova Hafiza Kholiqulovna
PhD Candidate, Navoi State University, Uzbekistan
Abstract:
The technology for developing the legal
competence of students in "Tarbiya" lessons for grades
7-9 is aimed at forming students' understanding of the
fundamentals of law, the rights and duties of
individuals, and the importance of legal consciousness
in society. This technology involves various methods
and forms of work, such as practical tasks, analysis of
legal situations, discussion of legal cases, and the role of
pedagogical support. The goal is to develop students'
skills in legal thinking, understanding of laws and norms,
and the ability to apply legal knowledge in real life.
Keywords:
Legal competence, "Tarbiya" lessons, grades
7-9, legal consciousness, legal knowledge, teaching
methodology, pedagogical support, legal cases, role of
the teacher, social behavior.
Introduction:
The development of legal culture, the
formation of legal competence, and their improvement
through teaching have become increasingly important
issues. Nowadays, various interactive methods related
to legal education are widely applied in practice. There
is a growing need to develop students' legal
competencies on an integrative basis. In developed
foreign countries, the scientific literature on the
teaching of law emphasizes respect for the law and legal
compliance,
starting
from
elementary
school.
Interactive methods are efficiently used in the
educational process. In global practice, legal literacy
sessions do not end with one topic or subject. In general
secondary education, especially in the textbooks of
vocational subjects, tasks and cases presented in the
curriculum lead to the easy formation of proper life
skills. Our President Sh. Mirziyoyev has emphasized,
European International Journal of Pedagogics
46
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
“We will mobilize all the power and resources of our
state and society to ensure that our youth think
independently, possess high intellectual and spiritual
potential, and grow into individuals who will not be idle
in any field worldwide and will be happy” [1]. This is
not without reason. As is known, the "Tarbiya" subject
was introduced in general secondary education
institutions of the Republic of Uzbekistan beginning
with the 2020-2021 academic year through the
initiative of the President of Uzbekistan. The "Tarbiya"
subject, as part of the concept of continuous spiritual
education, aims to instill
the idea of “From national
revival to national development,” to prepare students
for a successful social life, cultivate active civic
positions, responsibility, duty, legal consciousness, and
culture, a deep worldview, healthy beliefs,
enlightenment, and tolerance.
METHODS
The use of didactic games and interactive methods in
the teaching of "Tarbiya" plays a significant role in the
educational process, contributing to the teaching,
upbringing, and personal development of students.
Didactics is the theory of education. Didactic games
enhance students' creative activities, help to focus
their voluntary attention, and also improve memory.
During the didactic game process, students
unconsciously perform many actions, exercises, and
solve various problems. In pedagogical literature, the
term "Tarbiya" is used in both broad and narrow
senses. In the broad sense, upbringing refers to all the
influences, activities, movements, and efforts aimed at
developing a person's personality and ensuring their
active participation in social, cultural, and educational
life. This concept of upbringing includes not only
educational work in families, schools, and youth
organizations but also the entire social system, its
leading ideas, and all forms of art. Moreover, the broad
concept of upbringing also encompasses education
and information. In the narrow sense, upbringing
refers to pedagogical activity aimed at the physical
development, worldview, moral and ethical formation,
and aesthetic taste of the individual, carried out by
families,
educational
institutions,
and
public
organizations. Nowadays, it is essential to study,
assimilate, and apply these experiences in practical
activities when educating students. Therefore,
teaching the subject "Tarbiya" and studying the
educational practices of different nations, along with
developing the methodology for this subject, is an
urgent issue. This is particularly true as contemporary
international educational programs and requirements
are based on the pedagogical experiences of nations
from Europe, Asia, and the Americas. For example, the
teacher-student experience in Eastern pedagogies has
been applied to the upbringing process in countries
worldwide. Literacy can be the foundation of further
human development. It allows individuals to access the
repository of human knowledge and thought. However,
literacy can also serve as a means of promoting certain
ideologies within society. The role of literacy depends
on the educational framework of each country. Raising
the level of legal literacy in society is crucial for ensuring
the bright future of modern society. In the current stage
of social development, knowledge of legal norms is
necessary for individuals and citizens to fully exercise
their rights and freedoms. Today, many citizens lack
even minimal knowledge in this area. Therefore,
informing citizens about their rights, explaining legal
changes, and addressing legal issues is a vital task.
Analysis of Literary and Methodological Sources
.
Today, improving the legal literacy of the population can
be accomplished through various topics:
•
By the state (through government bodies and
mass media);
•
By public organizations;
•
Through higher education institutions in
Uzbekistan;
•
Through additional education.
All of these organizations use various tools for legal
education. There are several forms of legal competence,
including social and legal competence, which refers to
knowledge related to educational and legal norms,
particularly documents concerning its modernization,
labor protection, and safety standards, as well as
knowledge about protecting children and adolescents
from social vices and ensuring the safety of students'
lives and health during the educational process. To
improve students' legal literacy, it is necessary to focus
on developing a high level of legal culture in society,
fostering direct respect for the law, establishing legal
supremacy, overcoming legal nihilism, and promoting a
culture of law.
For youth, as well as for adults
—
parents
—
legal illiteracy
has always been an issue. The lack of knowledge of
rights and duties, insufficient basic knowledge about
constitutional rights, and the inability to protect them
directly leads to negative situations, such as legal
nihilism, distrust in authority, and more. The concept of
"competence" arises from the need for a new approach
to human resources in response to rapidly changing life
conditions. The concept of "competence," as
emphasized by A.V. Khutorsky, enables students to
solve problems and tackle issues in situations they find
challenging by mastering theoretical knowledge in
educational practice. Legal literacy is a necessary form
of literacy for a person living in the world of modern
European International Journal of Pedagogics
47
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
relationships. Legal competence refers to the
application of legal knowledge and skills to engage in
social and legal activities effectively and enables
individuals to mobilize and perform these activities
effectively. Legal culture is a value-normative system
related to legal reality, law-making, legal existence,
and law enforcement, aimed at fostering humanism,
law supremacy, and understanding of fundamental
human rights.
DISCUSSION
Legal education in the world is based on a competence-
based approach, where the development of these
competencies leads to the enhancement of legal
literacy. It should be noted that while the goals of
teaching law in foreign countries and in our country
may differ in certain ways, the levels set for studying
human rights are implemented universally across
nations. The development of constitutional knowledge
and understanding the laws, as well as the ability to
write and express one’s understanding of them, are
key components of legal education. Creative
approaches in legal studies can lead to more effective
education. In developed countries, legal education is
often taught on an integrated basis, focusing on
assignments, case studies, and special tasks. As a
result, legal competencies are more effectively
developed. Researcher I.A. Zimnyaya identified three
stages in the development of competence-based
approaches: the first stage (1960-1970) introduced the
term "competence" into scientific terminology; the
second stage (1970-1990) utilized the concepts of
"competence" and "competency" in language
education, management, and other fields; and the
third stage (1990-2001) marked the active use of these
concepts in education. In Uzbekistan, from the 1990s,
competence-based approaches became increasingly
necessary to address the shortcomings in the
educational system and align education with the actual
needs of society.
The concept of competence-based education has been
integrated into the development of national and
universal human values. It emphasizes the importance
of enhancing moral and ethical content in school
education and increasing patriotism and national
pride. The concept of legal literacy among youth is
crucial for the formation of a society with a well-
understood legal structure. The development of legal
culture must be based on understanding and respect
for the law, which ultimately leads to a society
governed by legal norms and protected by law.
CONCLUSION
One of the main goals of teaching "Tarbiya" is to
improve the development of legal competence among
students using innovative approaches. The following
tasks can be derived from this goal:
•
Developing a legal competence system,
including interdisciplinary connections and integration
of subjects, with the teacher being the organizer and
participant in the learning environment.
•
Improving the design model of legal
competence development based on a pragmatic
approach and prioritizing principles of educational
process design.
•
Enhancing the process of developing students'
legal competence through reflective, cognitive,
informative,
communicative,
and
social
core
competencies.
•
Expanding methodological possibilities in
explaining concepts related to legal literacy and
enhancing the application of case studies and
assignments.
In conclusion, when teaching "Tarbiya," the
development of students' legal literacy requires
addressing specific tasks, and designing mechanisms to
implement these tasks is a central aspect of modern
educational practice. It should be noted that there is an
opportunity to teach legal knowledge and skills in
grades 5-6, but this is limited in higher grades.
Therefore, increasing the volume of legal literacy
content in textbooks for grades 7-11 is recommended.
REFERENCES
Qodirov, N. (2019). Huquqiy ta’lim: nazariya va
amaliyot. Toshkent: "O‘zbekiston" nashriyoti.
G‘aniyev,
A.
(2018).
Huquqiy
savodxonlikni
rivojlantirishning
asosiy
tamoyillari.
Toshkent:
Akademnashr.
Pirov, X. (2017). Ta’lim jarayonida huquqiy bilimlarni
shakllantirish metodikasi. Toshkent: Talim nashriyoti.
Axmedov,
F.
(2020).
O‘quvchilarda
huquqiy
kompetensiyalarni shakllantirish. Toshkent: Yunusobod
nashriyoti.
Xolmatov, R. (2021). Jamiyatda huquqiy madaniyatni
oshirish. Tashkent: O‘zbekiston yuridik akademiyasi.
Abdullaeva, G. (2016). Huquqiy ta’lim va uning
metodikasi. Toshkent: Uquvchi nashriyoti.
Mustafayev, A. (2019). Ta’limd
a huquqiy savodxonlikni
oshirish. Tashkent: Markaziy nashriyot.
Shodmonov, K. (2017). Huquqiy ta’limning zamonaviy
tendensiyalari.
Toshkent:
Ta’lim
va
rivojlanish
nashriyoti.
