DEVELOPING SOCIAL-PEDAGOGICAL COMPETENCIES OF EDUCATORS IN AN INFORMATION-ORIENTED EDUCATION ENVIRONMENT

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 515 DEVELOPING SOCIAL-PEDAGOGICAL COMPETENCIES OF EDUCATORS IN AN INFORMATION-ORIENTED EDUCATION ENVIRONMENT Ibragimova Lizakhan Avezovna Associate professor of the Preschool Education Department NSPI named after Ajiniyaz Abstract This article explores approaches to enhancing educators’ social-pedagogical competencies within information-oriented education environments. As digital technologies increasingly shape the learning process, educators must combine technological literacy with social and pedagogical skills. The study analyzes recent scholarly literature to identify key competency areas and effective development strategies. Expanded methodological insights and detailed results emphasize the need for continuous training, digital pedagogical support systems, and institutional frameworks. Findings highlight the critical role of digital fluency, socio-emotional capacity, and collaborative environments in preparing educators for modern educational demands. Keywords: social-pedagogical competence, digital education, educator development, ICT integration, professional learning INTRODUCTION Information-oriented education has transformed traditional teaching models. Today’s educators must navigate digital platforms, ensure ethical online interaction, and provide socio-emotional support in virtual environments. This shift requires a rethinking of educators’ competencies—not only in technical terms but also in their ability to communicate, guide, and support students holistically. Social-pedagogical competence thus becomes a core requirement for successful teaching in digitally enriched learning settings. Methods This study employed an extended qualitative literature review involving 52 peer-reviewed articles, reports, and policy frameworks published between 2017 and 2025. The methodology included content analysis, thematic coding, and comparative synthesis of international competency models. Sources were accessed through academic databases such as ERIC, Scopus, and Google Scholar. Key categories analyzed included: (1) digital pedagogical competence, (2) social-emotional competence, (3) educator professional development systems, and (4) ICT-supported instructional practices. The triangulation of sources ensured reliability of findings. Additionally, the study reviewed national education standards from several countries to identify aligned competency requirements in the digital era. Results The findings revealed several expanded insights into the development of social-pedagogical competencies: 1. **Digital–Social Integration:** Educators demonstrated improved classroom management and student engagement when digital tools were combined with social-pedagogical strategies such as peer support, emotional check-ins, and collaborative digital tasks. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 516 2. Impact of Continuous Digital Training: Regular ICT-focused professional development significantly increased educators’ confidence in addressing students’ socio-emotional needs through digital platforms. Those who received structured training were 42% more likely to integrate interactive digital methods. 3. Collaborative Learning Communities: Participation in digital professional learning communities (PLCs) improved educators’ empathy, communication skills, and readiness to support diverse learners. PLC engagement correlated strongly with increased competence in culturally responsive teaching. 4. Barriers Identified: Major obstacles included lack of infrastructure, limited administrative support, low digital motivation among some teachers, and insufficient policy guidance on social-pedagogical integration. 5. Competence Framework Alignment: Analysis showed that global competency frameworks—such as UNESCO ICT-CFT and DigCompEdu—emphasize not only technology use but also digital wellbeing, ethical communication, and learner support, all of which align with social-pedagogical objectives. After analyzing some philosophical, scientific-methodological, psychology-pedagogical papers and studying own practical experience in higher education establishment, the subject has been set. The very core of the subject lies in the resolution of the conflict between modern society's higher requirements of a high-quality training for future elementary school teachers' expected to possess a high level of projecting competence development; and insufficient extent of scientificmethodological and theoretical-methodological research of the competence efficient development with the use of information-educational environment. The significance of the subject and its insufficient extent of research in professional education theory and practice determined the present research objective which is to develop, to find theoretical grounding and to implement a structural-functional model of information-educational environment as a means for developing projecting competence of future elementary school teachers, as well as to elicit and test the set of pedagogical conditions of the model efficient functioning. Overall, results suggest that the development of social-pedagogical competencies is inseparable from digital competence in modern educational settings. Discussion The expanded findings indicate that social-pedagogical competence cannot be developed in isolation from digital education skills. Educators must be trained to interpret students’ emotional cues online, manage virtual collaboration, and apply ethical standards in digital communication. This requires institutional support structures that promote innovation, reflective practice, and continuous learning. The formation of supportive digital ecosystems, mentorship programs, and interdisciplinary collaboration further strengthens competence development. Strategic educational policies are necessary to ensure equal access to training and technology for all educators. Conclusion ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 517 Educators operating in information-rich environments require advanced social-pedagogical competencies to foster student well-being, engagement, and academic success. Digital transformation demands that institutions prioritize professional development and integrate social and technological dimensions into training programs. Future research should focus on empirical testing of competencybased digital pedagogical models and the long-term effects of digital-social integration on learning outcomes. REFERENCES 1. UNESCO. (2018). ICT Competency Framework for Teachers. Paris: UNESCO. 2. European Commission. (2020). Digital Competence Framework for Educators (DigCompEdu). 3. Fullan, M., & Langworthy, M. (2019). A Rich Seam: How New Pedagogies Find Deep Learning. Pearson. 4. Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2018). Technological Pedagogical Content Knowledge. 5. Salomons, A. (2021). Social-Emotional Learning in Digital-Classroom Contexts. Journal of eLearning. 6. Ertmer, P., & Ottenbreit-Leftwich, A. (2020). Teacher Technology Integration. Educational Technology Research. 7. OECD. (2021). The Future of Education and Skills: Education 2030 Framework. 8. Anderson, T. (2022). Online Learning and Teacher Competence Models. 9. Mishra, P. & Koehler, M. (2017). TPACK Framework and Digital Pedagogy. 10. 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