Kompetensiyaviy yondashuv asosida bo‘lajak o‘qituvchilarni inklyuziv ta’limga tayyorlash mehanizmlarini takomillashtirish

Ushbu maqola kompetensiyaviy yondashuv asosida bo‘lajak o‘qituvchilarni inklyuziv ta‘limga tayyorlash mexanizmlarini takomillashtirish maqsadida konseptual freymvork ishlab chiqishga bag‘ishlangan. O‘zbekistonda 2020 yildan boshlab inklyuziv ta‘lim davlat siyosati darajasida mustahkamlangan bo‘lsa-da, pedagogik oliy ta‘lim muassasalarining o‘quv dasturlari inklyuziv kompetensiyalarni tizimli tarzda o‘zlashtirishni ta‘minlamayapti. Tadqiqot Kompetensiyaviy ta‘lim nazariyasi (CBE), EASNIE Inklyuziv o‘qituvchi profili va Banduraning o‘z-samaradorlik nazariyasiga asoslanib, «3K Freymvorki» taklif etadi: kognitiv (K1), kommunikativ (K2) va kreativ-adaptiv (K3) inklyuziv kompetensiyalar. Freymvork O‘zbekiston pedagogika universitetlari sharoitiga moslashtirilgan bo‘lib, o‘quv dasturini bosqichma-bosqich qayta loyihalash uchun amaliy yo‘l xaritasini taqdim etadi.

Despite inclusive education becoming a global priority, preparing pre-service teachers to work effectively in diverse classrooms remains a persistent challenge. In Uzbekistan, a national commitment to inclusive education has been institutionalised since 2020, yet teacher education curricula in higher pedagogical institutions have not systematically integrated inclusive competencies. Grounded in Competency-Based Education (CBE) theory, the EASNIE Profile of Inclusive Teachers, and Bandura’s self-efficacy theory, this article proposes a “3K Framework” comprising cognitive (K1), communicative (K2), and creative-adaptive (K3) inclusive competencies. The framework is contextualised for Uzbekistan’s higher pedagogical education system and provides a practical, phased roadmap for curriculum redesign.