METHODOLOGICAL MANAGEMENT OF DEVELOPING SELF-EDUCATION COMPETENCE OF SENIOR SECONDARY SCHOOL STUDENTS IN "FUTURE HOURS" CLASSES THROUGH PARENT–MAHALLA–SCHOOL COOPERATION

This article explores the methodological management of developing self-education competence among senior secondary school students within the framework of “Kelajak soatlari” classes through systematic parent–mahalla–school cooperation. In the context of global educational transformation and competence-based learning paradigms, fostering students’ ability for independent learning and lifelong self-development has become a strategic priority. “Kelajak soatlari” classes are conceptualized as an integrative pedagogical platform aimed at strengthening career orientation, social engagement, and personal growth. The study substantiates the theoretical foundations of self-education competence, identifies its structural components (motivational, cognitive, operational, and reflective), and proposes a coordinated management model that integrates family, community, and school efforts. The research is grounded in systemic, competence-based, and activity-oriented approaches. Scientific novelty lies in the development of a structured methodological framework and assessment criteria tailored to grades 10–11 students. The findings contribute to improving community-based educational governance and enhancing the effectiveness of competence-oriented upbringing practices in general secondary education.

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