TALABALARNING INTEGRATIV KOMPETENTLIK DARAJASINI ANIQLASH BO‘YICHA PEDAGOGIK EKSPERIMENT JARAYONI.

KIRISH: mazkur maqolada oliy ta’lim muassasalari talabalarining integrativ kompetentlik darajasini aniqlashga yo‘naltirilgan pedagogik eksperiment jarayoni, uning bosqichlari hamda olingan natijalarning statistik tahlili yoritilgan. Tadqiqot davomida maxsus pedagogika va inklyuziv ta’lim yo‘nalishida talabalarning nazariy bilimlarini amaliyot bilan bog‘lash, kasbiy vazifalarni hal etishdagi integrativ yondashuv ko‘nikmalari mezonlar asosida baholandi. Eksperiment natijalari taklif etilgan metodikaning samaradorligini isbotladi. MAQSAD: tadqiqotning asosiy maqsadi oliy ta’lim muassasalari talabalarining integrativ kompetentlik darajasini aniqlashga qaratilgan pedagogik eksperiment jarayonini tashkil etish, uning mezonlarini ishlab chiqish hamda taklif etilgan ta’lim modulining samaradorligini baholashdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida oliy ta’lim muassasalarining fan dasturlari va o‘quv rejalari solishtirma-qiyosiy tahlil qilindi, shuningdek, kuzatuv, umumlashtirish va sifat tahlili metodlaridan foydalanildi. Pedagogik eksperiment uch bosqichda (konstatatsiyalovchi, shakllantiruvchi va nazorat) amalga oshirilib, talabalarning integrativ kompetentligi motivatsion-qadriyatli, kognitiv, faoliyatli-amaliy hamda refleksiv mezonlar va statistik tahlil usullari asosida baholandi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari maxsus pedagogika fanlari inklyuziv ta’limni amalga oshirishda strategik ahamiyatga ega ekanligini tasdiqladi, biroq amaliy mashg‘ulotlar ulushining yetarli emasligi va interfaol metodlarning tizimsiz qo‘llanilishi aniqlandi. O‘quv jarayoniga integrativ yondashuvga asoslangan ta’lim modulining joriy etilishi talabalarning psixologik-pedagogik va amaliy bilimlarni o‘zaro uyg‘unlashtirgan holda murakkab kasbiy vazifalarni hal etish layoqatini sezilarli darajada oshirdi. XULOSA: maxsus pedagogika va inklyuziv ta’lim yo‘nalishida integrativ yondashuv asosida tashkil etilgan pedagogik eksperiment talabalarning kasbiy va integrativ kompetentligini oshirishda yuqori samaradorlik ko‘rsatdi. Oliy ta’limda nazariya va amaliyot uyg‘unligini kuchaytirish, fan dasturlarini takomillashtirish hamda innovatsion pedagogik texnologiyalarni tizimli joriy etish raqobatbardosh kadrlarni tayyorlashning muhim shartidir.

INTRODUCTION: this article outlines the process of a pedagogical experiment aimed at determining the level of integrative competence among higher education students, describing its stages and the statistical analysis of the results obtained. The study evaluated students' skills—specifically their ability to link theoretical knowledge with practice and apply an integrative approach to solving professional tasks in the fields of special education and inclusive education—based on established criteria. The results of the experiment demonstrated the effectiveness of the proposed methodology. AIM: the main objective of this study is to design and implement a pedagogical experiment to determine the level of integrative competence among university students, establish comprehensive assessment criteria, and evaluate the effectiveness of the proposed instructional methodology. MATERIALS AND METHODS: the study utilized a qualitative and comparative approach, analyzing curricula and course syllabi across higher education institutions alongside observation and synthesis techniques. The pedagogical experiment was conducted in three distinct phases (ascertaining, formative, and control), evaluating students' integrative competence across motivational-value, cognitive, activity-practical, and reflective criteria using statistical processing methods. DISCUSSION AND RESULTS: the findings reaffirmed the strategic role of special education coursework in implementing inclusive education while identifying gaps in practical training hours and the systematic use of innovative teaching methods. The integration of a specialized competency-based training module significantly enhanced students' ability to synthesize psychological, pedagogical, and methodological knowledge to resolve complex professional scenarios. CONCLUSION: the pedagogical experiment demonstrated that an integrative approach to teaching special and inclusive education subjects effectively raises students' professional competencies. Strengthening the synergy between theory and practice, updating curricula to meet modern standards, and systematically adopting interactive pedagogical methods are essential for preparing highly competitive education specialists.