MEDIAKONTENT MUHITIDA TALABALAR FUQAROLIK MAS’ULIYATINI SHAKLLANTIRISHNING PEDAGOGIK IMKONIYATLARI

KIRISH: ushbu maqolada mediakontent muhitida oliy ta’lim muassasasi talabalarida fuqarolik mas’uliyatini shakllantirishning pedagogik imkoniyatlari nazariy-metodik jihatdan tahlil qilinadi. raqamli kommunikatsiya, ijtimoiy tarmoqlar, audiovizual materiallar, bloglar, elektron nashrlar va interaktiv platformalar bugungi talabaning ijtimoiy ongiga bevosita ta’sir ko‘rsatayotgan muhim omillardan biri sifatida qaraladi. MAQSAD: maqolada mediakontent faqat axborot yetkazuvchi vosita emas, balki talabada ijtimoiy pozitsiya, tanqidiy fikrlash, huquqiy ong, vatanparvarlik, ijtimoiy faollik va axborot madaniyatini shakllantiruvchi pedagogik resurs sifatida talqin etiladi. MATERIALLAR VA METODLAR: tadqiqotda tizimli-tahliliy, pedagogik kuzatuv, kontent-tahlil va qiyosiy-pedagogik yondashuvlardan foydalanildi. MUHOKAMA VA NATIJALAR: natijalar shuni ko‘rsatadiki, mediakontentdan maqsadli, tanqidiy va tarbiyaviy yo‘naltirilgan holda foydalanish talabalarni passiv axborot iste’molchisidan faol fuqarolik subyektiga aylantirish imkonini beradi. XULOSA: maqolada mediakontent asosida fuqarolik mas’uliyatini shakllantirishda media savodxonlik, ijtimoiy loyihalar, raqamli muhokama, faktcheking, muammoli vaziyatlar va refleksiv topshiriqlarning pedagogik ahamiyati asoslab beriladi.

INTRODUCTION: the article analyzes the pedagogical opportunities for developing civic responsibility among university students within the media content environment. digital communication, social networks, audiovisual materials, blogs, electronic publications, and interactive platforms are considered as key factors directly influencing students’ social consciousness. PURPOSE: media content is interpreted not only as a tool for delivering information but also as a pedagogical resource that shapes students’ social stance, critical thinking, legal awareness, patriotism, social engagement, and information culture. MATERIALS AND METHODS: the study employed systematic-analytical approaches, pedagogical observation, content analysis, and comparative-pedagogical methods. DISCUSSION AND RESULTS: findings indicate that purposeful, critical, and educational use of media content transforms students from passive information consumers into active civic participants. CONCLUSION: the article substantiates the pedagogical importance of media literacy, social projects, digital discussions, fact-checking, problem-based situations, and reflective tasks in fostering civic responsibility through media content.