DEVELOPMENT OF INCLUSIVE HIGHER EDUCATION AND TEACHER'S PEDAGOGICAL COMPETENCE IN THE REPUBLIC OF UZBEKISTAN

The article examines the development of inclusive higher education in the Republic of Uzbekistan and the role of teacher pedagogical competence as a key factor in its effectiveness. The relevance of the study is driven by the expansion of inclusive learning practices and the need to prepare teachers for work in conditions of educational diversity. The methodological basis consists of the theoretical analysis of scientific literature, regulatory documents, and statistical data. It has been established that despite the active development of inclusive education, a gap persists between regulatory implementation and the practical pedagogical readiness of teachers. The necessity of forming inclusive pedagogical competence as a systemic component of the professional training of higher education teachers is substantiated.本论文聚焦乌兹别克斯坦共和国包容性高等教育的发展进程，以及教师教学胜任力作为其办学效能核心影响因素所扮演的关键角色。本研究的现实动因在于包容性学习实践的持续规模化推广，以及培养教师适应教育多样化教学环境开展工作的迫切需求。本研究的方法论基础为对科学文献、政策法规文件及统计数据的理论分析。研究证实，尽管包容性教育已得到积极发展，但政策法规的贯彻落实与教师的实际教学胜任准备程度之间仍存在明显差距。本研究论证了将包容性教学胜任力作为高等教育教师职业培训的系统性组成部分加以培育的必要性。