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THE IMPORTANCE OF DEVELOPING INFORMATION-ANALYTICAL
COMPETENCE IN MODERN PEDAGOGY
Xolmatova Elnura Sherali qizi
Fergana State University
+998 90 300 04 91
https://doi.org/10.5281/zenodo.15729415
Annotation (English)
This thesis discusses the significance of developing information-analytical competence in
modern pedagogy. It emphasizes the necessity of cultivating critical thinking, data
interpretation, and decision-making skills among educators and learners. The study highlights
various academic perspectives on competence and proposes strategies for integrating analytical
competence into educational practices.
Annotatsiya (O‘zbekcha)
Mazkur
tezis
zamonaviy
pedagogikada
informatsion-analitik
kompetentlikni
rivojlantirishning ahamiyatini yoritadi. Unda o‘qituvchi va o‘quvchilarda tanqidiy fikrlash,
ma’lumotlarni tahlil qilish va qaror qabul qilish ko‘nikmalarini shakllantirish zarurligi
ta’kidlanadi. Turli olimlarning kompetentlik haqidagi qarashlari hamda uni ta’lim jarayoniga
joriy etish yo‘llari ko‘rib chiqiladi.
Аннотация (на русском языке)
Данная работа посвящена значению развития информационно-аналитической
компетентности в современной педагогике. Особое внимание уделяется необходимости
формирования критического мышления, анализа данных и навыков принятия решений у
преподавателей и учащихся. Рассматриваются различные научные подходы к понятию
компетентности и предлагаются стратегии внедрения аналитических умений в
образовательный процесс.
Keywords:
Information-analytical competence, modern pedagogy, critical thinking, digital education,
competence development.
Kalit so‘zlar:
Informatsion-analitik kompetentlik, zamonaviy pedagogika, tanqidiy fikrlash, raqamli
ta’lim, kompetentlikni rivojlantirish.
The development of information-analytical competence among educators and students has
become a crucial aspect of modern pedagogy. Competence in general refers to a set of
knowledge, skills, and attitudes that enable individuals to perform tasks effectively in specific
contexts. Nowadays, special attention is being paid to science worldwide, and similarly, our
country is also placing particular emphasis on science. Significant changes occurring in the socio-
economic life of society require a qualitative transformation in the content and nature of
professional activities, demanding qualities that determine the level of social and professional
mobilization and competitiveness of future teachers. Amid growing contradictions and conflicts
worldwide, aimed at disrupting the spiritual world of young people, turning them against their
relatives and their homeland, and increasing threats and attacks, it becomes especially urgent to
enhance the political activity of today's generation, to help them find their place in life, and to
raise them as mature individuals in educational institutions.
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In recent decades, higher education systems in several European countries, the USA,
Russia, and our country have undergone fundamental reforms. The primary focus has been on
the formation and improvement of competencies related to students' specialties. Nowadays,
society requires specialists with an entirely new profile. Such specialists must be active creative
thinkers, inquisitive, able to independently search for scientific information and apply it in their
practical activities.
In pedagogy, analytical competence involves the ability to collect, process, interpret, and
critically evaluate information for problem-solving and decision-making. Information-analytical
competence (IAC) is especially vital in educational settings where both teachers and learners
must navigate vast amounts of digital content. It promotes critical thinking, independent
learning, and evidence-based teaching practices. The integration of IAC into the educational
process not only enhances academic performance but also prepares students for future
professional challenges.
Various researchers have explored the development of analytical competence in education.
For instance, Zimnyaya (2004) emphasized the role of cognitive and analytical skills in the
formation of key educational competences. Other scholars such as Khutorskoy (2002) and Raven
(2001) have also provided frameworks for understanding competence development in modern
didactics. The implementation of IAC in pedagogy includes using digital tools for data analysis,
encouraging project-based learning, and fostering research skills. In teacher training programs,
developing such competence ensures that educators are not only consumers of information but
also critical analysts and innovators in the classroom.
Every individual must possess the ability to perform labor functions and organize
processes. Without these qualities, effectiveness in activities is impossible. The degree of
developed professional competence is closely linked with the professional training state of
future specialists, including qualifications, working capacity, self-development, and achieving
professional maturity.
The next scale, social intelligence, was 12670 among pedagogical students and 15040
among central district military personnel. Therefore, many researchers highlight interrelations
among components such as valuable-semantic, motivational, instrumental, individual-
psychological, and conative (attitude toward the external world) aspects in the structure of
professional competence.
For example, Ye.V. Popova describes the changeable nature of professional competence,
associating it with the professional training period and the content of professional activity. In
our opinion, studying professional competence psychologically is closely connected with the
following components:
Motivational-valuable component — the personal attitude of the future specialist to
professional activity, their learning motivation, personal goals, and interests. This
component also includes positive emotional attitude toward work, adequate responses to
success and failure, emotionality, awareness of the importance of professional activity,
self-development, self-discipline, and self-improvement efforts.
Cognitive component — the understanding of the field, professional ideas, abilities,
achievements in knowledge acquisition, and attitude toward the future.
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Activity-based component — the level of developed skills and qualifications, including
general professional and specialized knowledge, the ability to effectively use existing
skills and abilities, readiness to develop and improve professional activities.
Personality component — a set of individual psychological characteristics, including
learning style, activity pace, and qualities in interpersonal relations.
In conclusion, as noted above, every teacher must ask themselves whether they love this
profession. Another important issue is whether a future teacher possesses pedagogical abilities
or not. Promoting information-analytical competence in education aligns with global trends in
digital transformation. It supports the formation of independent, reflective, and competent
individuals who are equipped to thrive in the knowledge society.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Zimnyaya, I.A. (2004). Key Competencies as Effectively-Targeted Basis of the Competency-
Based Approach in Education.
2.
Khutorskoy, A.V. (2002). Key Competencies as a Component of the Personality-Oriented
Education Paradigm.
3.
Raven, J. (2001). Competence in Modern Society: Its Identification, Development and
Implementation.
4.
Melikuziev, A. L. (2022). Historical and modern classification of paralinguistics.
Academicia
Globe: Inderscience Research
,
3
(10), 126-128.
