TALABALARDA GUMANISTIK QADRIYATLARNI RIVOJLANTIRISHDA IJTIMOIY MEDIA KONTENTINING DIDAKTIK ASOSLARI

KIRISH: ushbu maqolada talabalarda gumanistik qadriyatlarni rivojlantirish jarayonida ijtimoiy media kontentidan foydalanishning didaktik asoslari yoritilgan. raqamli axborot muhitida talaba shaxsi turli g‘oyaviy, axloqiy, madaniy va kommunikativ ta’sirlar ostida shakllanadi. shu sababli ijtimoiy media kontentini faqat axborot almashish vositasi sifatida emas, balki insonparvarlik, empatiya, bag‘rikenglik, ijtimoiy mas’uliyat, fuqarolik pozitsiyasi va muloqot madaniyatini rivojlantiruvchi pedagogik resurs sifatida talqin etish zarur. MAQSAD: tadqiqotning maqsadi — gumanistik qadriyatlarni rivojlantirishda ijtimoiy media kontentining mazmuniy, metodik, kommunikativ va refleksiv imkoniyatlarini tahlil qilishdir. MATERIALLAR VA METODLAR: tadqiqotda nazariy tahlil, pedagogik umumlashtirish, kontent-tahlil va didaktik modellashtirish metodlariga tayanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, ijtimoiy media kontenti ta’lim jarayoniga maqsadli, tanqidiy va metodik asosda kiritilganda talabalarning axloqiyestetik qarashlari, ijtimoiy sezgirligi va insonparvar munosabat madaniyati rivojlanadi. XULOSA: ijtimoiy media kontenti zamonaviy ta’limda gumanistik qadriyatlarni shakllantirishning samarali vositasi bo‘lib, talabalarda empatiya, tolerantlik va ijtimoiy mas’uliyatni rivojlantirishga xizmat qiladi.

INTRODUCTION: this article explores the didactic foundations of using social media content in the process of developing humanistic values among students. in the digital information environment, students’ personalities are shaped under various ideological, moral, cultural, and communicative influences. therefore, social media content should be interpreted not only as a tool for information exchange but also as a pedagogical resource that fosters humanism, empathy, tolerance, social responsibility, civic stance, and communication culture. PURPOSE: the purpose of the study is to analyze the content, methodological, communicative, and reflective potential of media content in developing humanistic values. MATERIALS AND METHODS: the study relied on theoretical analysis, pedagogical generalization, content analysis, and didactic modeling methods. RESULTS AND DISCUSSION: the findings show that when social media content is integrated into the educational process in a purposeful, critical, and methodologically grounded way, it contributes to the development of students’ moral-aesthetic views, social sensitivity, and culture of humanistic interaction. CONCLUSION: social media content serves as an effective tool for shaping humanistic values in modern education, fostering empathy, tolerance, and social responsibility among students.