METHODOLOGY OF COMPARATIVE TEACHING OF WORLD DRAMA AND UZBEK NATIONAL ENLIGHTENMENT DRAMA IN GENERAL EDUCATION SCHOOLS

This article is dedicated to the theoretical and methodological concept of teaching world drama and Uzbek national Enlightenment drama through a comparative approach in general education schools. The study defines comparative teaching not merely as comparing data, but as a systematic mechanism for analyzing the structure of literary texts, national-cultural contexts, and the evolution of dramatic conflicts. The article explores effective methodological strategies for parallel analysis of social-ethical ideas in Enlightenment dramas and world classics, aimed at fostering critical thinking, understanding national values within the global cultural context, and developing artistic-aesthetic consciousness in students. Furthermore, the article provides practical recommendations, including innovative technologies to enhance lesson efficiency, specific criteria for comparative analysis, and a system of problematic assignments to expand students' perspectives.