INFORMATSION-ANALITIK KOMPETENTLIKNING TARKIBIY-FUNKSIONAL MODELI: INDIKATORLAR VA RIVOJLANISH DINAMIKASI

The article theoretically substantiates a structural-functional model that describes higher education students’ information-analytical competence (IAC) as an integral pedagogical construct. The aim of the study is to operationalize the structure of IAC through an interconnected system of components and diagnostic indicators and to model the levels and theoretical dynamics of its development. The methodological framework integrates systemic, competency-based and activity- based approaches. The methods include theoretical, comparative and content analysis of scholarly sources, systematization, modeling and indicator operationalization. The resulting model comprises four components: motivational-value, cognitive, operational-activity and reflexive-evaluative. Each component is represented by four diagnostic indicators, producing a sixteen-indicator matrix. IAC development is described through reproductive, adaptive, productive and creative-research levels. A score of 0 denotes the absence of an observable indicator manifestation, while scores from 1 to 4 form an analytical rubric corresponding to the four development levels. The scientific novelty of the model lies in integrating the structural and dynamic dimensions of competence within a single diagnostic construct. The proposed model can serve as a methodological basis for diagnosing IAC, designing individual development trajectories, and monitoring the outcomes of pedagogical interventions in higher education.

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