OLIY TA'LIMDA ETNO-ESTETIK MADANIYATNI RIVOJLANTIRISHNING NAZARIY ASOSLARI

KIRISH: bugungi globallashuv va raqimlashuv sharoitida oliy ta'lim tizimida etnoestetik madaniyatni rivojlantirish masalasi dolzarb pedagogik muammo sifatida namoyon bo'lmoqda. Mazkur maqolada bo'lajak o'qituvchilarning etno-estetik madaniyatini shakllantirishning nazariy asoslari ko'rib chiqiladi. MAQSAD: oliy ta'limda etno-estetik madaniyatni rivojlantirishning nazariymetodologik asoslarini aniqlash hamda uning pedagogik imkoniyatlarini xalqaro va mahalliy ilmiy asoslar bilan asoslashdan iborat. MATERIALLAR VA METODLAR: tadqiqotda pedagogik, psixologik, falsafiy va madaniy adabiyotlar tahlili, qiyosiy-tahliliy yondashuv, tizimli umumlashtirish hamda madaniyatlararo tahlil metodlaridan foydalanildi. Xalqaro (UNESCO, OECD) va respublika miqyosidagi me'yoriy hujjatlar o'rganildi. MUHOKAMA VA NATIJALAR: etno-estetik madaniyat kognitiv, emotsional va faoliyat komponentlarini o'z ichiga oladi. Tadqiqot natijalari xalq pedagogikasi vositalari, milliy qadriyatlar va estetik ongni shakllantirishga yo'naltirilgan integrativ metodlar samarali ekanligini ko'rsatdi. XULOSA: oliy ta'limda etno-estetik madaniyatni rivojlantirish tizimli, uzluksiz va integrativ yondashuvni talab etadi. Ushbu jarayon bo'lajak pedagoglarning kasbiy va madaniy kompetentligini oshirishga xizmat qiladi.

INTRODUCTION: in the context of globalization and digitalization, developing ethno-aesthetic culture in higher education represents a critical pedagogical challenge. This article examines the theoretical foundations of ethno-aesthetic culture formation in future teachers. AIM: to identify and substantiate the theoretical-methodological bases of ethnoaesthetic development in higher education, drawing on both international and local scholarly frameworks. MATERIALS AND METHODS: literature analysis, comparative-analytical approach, systematic generalization, and cross-cultural analysis were employed. International normative documents (UNESCO, OECD) and national educational standards were examined. DISCUSSION AND RESULTS: ethno-aesthetic culture encompasses cognitive, emotional and activity-based components. The integration of folk pedagogy and aesthetic education enhances students' cultural awareness and professional competence. CONCLUSION: ethno-aesthetic development requires a systematic and integrative approach combining national values with innovative pedagogical technologies.