PEDAGOGICAL OPPORTUNITIES FOR DEVELOPING SOCIALLY ACTIVE CIVIC COMPETENCE IN SCHOOL STUDENTS

This article analyses the theoretical foundations and pedagogical opportunities for developing socially active civic competence among general secondary school students. Socially active civic competence is interpreted as an integrated unity of cognitive-legal, value-motivational, social-communicative, and activity-reflective components. The pedagogical opportunities that support its development are systematised under the following areas: interdisciplinary integration; problem-based and dialogic education; social projects and service-learning; student self-governance; school–family–mahalla cooperation; digital citizenship and media literacy; a democratic and inclusive environment; and competence-based assessment. The article argues that integrating knowledge with practice, ensuring student agency, taking account of age-related characteristics, maintaining legal and ethical safety, and providing regular reflection are the principal pedagogical conditions that convert these opportunities into educational outcomes.