METHODOLOGY OF DEVELOPING THE PROFESSIONAL COMPETENCE OF FUTURE PRESCHOOL EDUCATORS FOR INCLUSIVE EDUCATION

This research article investigates the pedagogical significance and structural methodology of developing inclusive professional competence among future preschool educators within the higher educational ecosystem of Uzbekistan. Under the conditions of modern curriculum transformations and nationwide inclusive accessibility reforms, preparing future teachers is evaluated not merely as an abstract theoretical module, but as an interactive, adaptive training paradigm essential for managing heterogeneous childhood environments. Utilizing a qualitative, descriptive field-observation and pedagogical action research methodology, the study evaluates the transition from rigid traditional instructions to technology-enhanced, learner-centered inclusive training frameworks. A balanced instructional model combining integrative-interaktiv modulli yondashuv (integrative-interactive modular approach), simulated classroom tracking, and case-study scenario analysis is proposed. The qualitative analysis demonstrates that structured instructional interventions significantly lower students' affective learning filters, mitigate professional speaking anxiety, and systematically strengthen their psychological readiness to accommodate diverse childhood developmental profiles. Additionally, institutional recommendations are put forward to embed these matrices into modern university syllabi to foster high-level cultural and pedagogical hermeneutics among graduate researchers.