TASVIRIY SAN’AT TA’LIMIDA INTERFAOL METODLARNING TALABALAR BADIIYIJODIY KOMPETENSIYALARINI RIVOJLANTIRISHDAGI ROLI (Oliy ta’lim muassasalarida misolida)

KIRISH: ushbu maqolada oliy ta’lim muassasalarida tasviriy san’at ta’limida talabalarning badiiy-ijodiy kompetensiyalarini rivojlantirishga qaratilgan interfaol metodlarning pedagogik samaradorligi ilmiy jihatdan tahlil qilinadi. an’anaviy ta’lim metodlari talabalarning ijodiy salohiyatini to‘liq ro‘yobga chiqarishga imkon bermasligi va zamonaviy mehnat bozori talablari bilan nomuvofiqligi tadqiqotning dolzarbligini belgilaydi. MAQSAD: tadqiqotning maqsadi — Flipped Classroom (teskari sinf) va Design Thinking (dizayn fikrlash) metodlarini tasviriy san’at ta’limiga tatbiq etish mexanizmlarini ishlab chiqish va ularning pedagogik samaradorligini aniqlashdir. MATERIALLAR VA METODLAR: tadqiqotda interfaol metodlar, innovatsion pedagogik yondashuvlar, estetik tafakkurni rivojlantirish mashqlari va emotsional intellektni qo‘llab-quvvatlovchi topshiriqlar asosida kuzatuv va eksperiment metodlari qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, Flipped Classroom modeli talabalarda mustaqil o‘rganish va ijodiy fikrlashni kuchaytiradi, Design Thinking esa muammoli vaziyatlarda badiiy-ijodiy yechim topish ko‘nikmalarini rivojlantiradi. interfaol metodlar talabalarning motivatsiyasini oshiradi va ularni zamonaviy mehnat bozoriga mos kompetensiyalar bilan ta’minlaydi. XULOSA: Flipped Classroom va Design Thinking metodlarini tasviriy san’at ta’limiga integratsiya qilish talabalarning badiiy-ijodiy kompetensiyalarini rivojlantirishda samarali vosita bo‘lib, oliy ta’limda pedagogik innovatsiyalarni keng joriy etish zarurligini tasdiqlaydi.

INTRODUCTION: this article analyzes the pedagogical effectiveness of interactive methods in developing students’ artistic and creative competencies in higher education visual arts programs. the relevance of the study lies in the fact that traditional teaching methods fail to fully unlock students’ creative potential and do not align with the demands of the modern labor market. PURPOSE: the aim of the study is to explore the mechanisms of applying Flipped Classroom and Design Thinking methods in visual arts education and to evaluate their pedagogical effectiveness. MATERIALS AND METHODS: interactive methods, innovative pedagogical approaches, exercises for developing aesthetic thinking, and tasks supporting emotional intelligence were employed, using observation and experimental techniques. RESULTS AND DISCUSSION: findings indicate that the Flipped Classroom model enhances independent learning and creative thinking, while Design Thinking fosters problem-solving and artistic innovation. interactive methods increase student motivation and equip them with competencies relevant to the contemporary labor market. CONCLUSION: integrating Flipped Classroom and Design Thinking into visual arts education is an effective approach to developing students’ artistic and creative competencies, highlighting the need for broader implementation of pedagogical innovations in higher education.