KIRISH: hozirgi globallashuv, raqamli transformatsiya va fuqarolik jamiyatining rivojlanishi sharoitida yosh avlodda ijtimoiy faol fuqarolik kompetensiyasini shakllantirish dolzarb pedagogik muammo sifatida namoyon bo‘lmoqda. Jamiyat barqarorligi va taraqqiyoti fuqarolarning ijtimoiy faolligi, huquqiy savodxonligi, mas’uliyati va fuqarolik pozitsiyasiga bevosita bog‘liqdir. Ta’lim tizimi esa ushbu kompetensiyalarni shakllantirishning asosiy instituti hisoblanadi. Shu bois o‘quvchilarda ijtimoiy faollik, tanqidiy fikrlash, jamiyat hayotida ongli ishtirok etish ko‘nikmalarini rivojlantirish muhim pedagogik vazifalardan biridir. MAQSAD: mazkur tadqiqotning maqsadi ijtimoiy faol fuqarolik kompetensiyasini shakllantirishni pedagogik muammo sifatida nazariy jihatdan asoslash, uning tarkibiy tuzilmasini aniqlash hamda samarali shakllantirish yo‘llari va pedagogik shart-sharoitlarini ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida quyidagi ilmiy-pedagogik metodlardan foydalanildi: nazariy tahlil (pedagogik, psixologik va sotsiologik adabiyotlarni o‘rganish); pedagogik kuzatuv; so‘rovnoma va intervyu; tajriba-sinov ishlari; taqqoslash va umumlashtirish metodlari. Materiallar sifatida umumiy o‘rta va kasbiy ta’lim muassasalarining o‘quv dasturlari, davlat ta’lim standartlari, tarbiyaviy ishlar rejalari, metodik qo‘llanmalar hamda xalqaro tadqiqotlar natijalari tahlil qilindi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, ijtimoiy faol fuqarolik kompetensiyasi quyidagi komponentlardan iborat: kognitiv komponent (fuqarolik bilimlari, huquqiy savodxonlik); affektiv komponent (qadriyatlar, ijtimoiy mas’uliyat, fuqarolik pozitsiyasi); xulq-atvor komponenti (amaliy faoliyat, ijtimoiy tashabbuskorlik). Mazkur kompetensiyani shakllantirish quyidagi didaktik va pedagogik yondashuvlar asosida samarali amalga oshiriladi: shaxsga yo‘naltirilgan ta’lim; kompetensiyaviy yondashuv; muammoli va loyihaviy ta’lim; interfaol metodlardan foydalanish (debat, rol o‘yinlari, case-study); ijtimoiy amaliyotga jalb etish (ko‘ngillilik, jamoatchilik ishlari). Samarali pedagogik shart-sharoitlar sifatida quyidagilar muhim ahamiyatga ega: ochiq va demokratik ta’lim muhiti yaratish; o‘quvchilarning fikr bildirish erkinligini ta’minlash; o‘qituvchi va o‘quvchi o‘rtasida hamkorlikni rivojlantirish; fuqarolik tarbiyasini fanlararo integratsiya asosida tashkil etish. Ushbu yondashuvlar o‘quvchilarda ijtimoiy faollik, fuqarolik mas’uliyati va jamiyat hayotida faol ishtirok etish ko‘nikmalarini rivojlantiradi. XULOSA: ijtimoiy faol fuqarolik kompetensiyasini shakllantirish zamonaviy ta’lim tizimining ustuvor yo‘nalishlaridan biridir. Ushbu jarayonni ilmiy asoslangan holda tashkil etish o‘quvchilarning nafaqat bilim darajasini, balki ularning ijtimoiy hayotdagi faol ishtirokini ham ta’minlaydi. Shu bois ta’lim jarayonida innovatsion pedagogik texnologiyalarni keng joriy etish va fuqarolik tarbiyasini kuchaytirish zarur.
INTRODUCTION: in the context of modern globalization, digital transformation, and the development of civil society, the formation of socially active civic competence among the younger generation is becoming an urgent pedagogical problem. The stability and development of society directly depend on citizens’ social activity, legal literacy, responsibility, and civic position. The education system serves as the main institution for the formation of these competencies. Therefore, developing students’ social activity, critical thinking, and conscious participation in public life is one of the key pedagogical tasks. AIM: the purpose of this study is to theoretically substantiate the formation of socially active civic competence as a pedagogical problem, to identify its structural components, and to develop effective ways and pedagogical conditions for its formation. MATERIALS AND METHODS: the following scientific and pedagogical methods were used in the research: theoretical analysis (study of pedagogical, psychological, and sociological literature); pedagogical observation; questionnaires and interviews; experimental work; methods of comparison and generalization. The materials included curricula of general secondary and vocational education institutions, state educational standards, educational work plans, methodological manuals, and the results of international studies. DISCUSSION AND RESULTS: the research results showed that socially active civic competence consists of the following components: cognitive component (civic knowledge, legal literacy); affective component (values, social responsibility, civic position); behavioral component (practical activity, social initiative). The formation of this competence is effectively carried out based on the following didactic and pedagogical approaches: learner-centered education; competency-based approach; problem-based and project-based learning; use of interactive methods (debates, role-playing, case studies); involvement in social practice (volunteering, community work). The following were identified as effective pedagogical conditions: creating an open and democratic educational environment; ensuring students’ freedom of expression; developing cooperation between teachers and students; organizing civic education based on interdisciplinary integration. These approaches contribute to the development of students’ social activity, civic responsibility, and skills for active participation in public life. CONCLUSION: in conclusion, the formation of socially active civic competence is one of the priority areas of the modern education system. A scientifically grounded organization of this process ensures not only the improvement of students’ knowledge but also their active participation in social life. Therefore, it is necessary to expand the implementation of innovative pedagogical technologies and strengthen civic education in the educational process.
ResearcherUz