TALABALARNING INFORMATSION-ANALITIK KOMPETENTLIGINI RIVOJLANTIRISHNING PEDAGOGIK SHART-SHAROITLARI

This article provides a theoretical and methodological substantiation of the pedagogical conditions for developing students’ information-analytical competence. A comparative analysis is conducted of contemporary research on the competency-based approach, information and media literacy, digital competence, critical online thinking, metacognitive regulation, and problem-based learning. Information-analytical competence is interpreted as an integrative personal and professional quality that reflects a student’s ability to purposefully search for, select, verify, analyze, systematize, interpret, and synthesize heterogeneous information, develop evidence- based conclusions or decisions on its basis, and reflexively regulate this process. The motivational- value, cognitive, operational-activity, and analytical-reflective components of the competence are specified, along with their corresponding criteria and indicators. In addition, ten pedagogical conditions that contribute to its development are systematized in terms of the unity of content, pedagogical mechanisms, implementation tools, and expected outcomes. The findings can serve as a methodological basis for improving seminars, independent learning, and digital educational activities in higher education.

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