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A MODEL FOR DEVELOPING FUTURE TEACHERS'
COMPETENCE IN DESIGNING LEARNING-COGNITIVE
ACTIVITY
A.A. Rashido
Teache , Shah isabz S a e Pedagogical Ins i u e
h ps://doi.o g/10.5281/zenodo.17277496
Abs ac . The a icle p esen s a model o de eloping he p ojec compe ence o
p ospec i e eache s in hei educa ional and cogni i e ac i i ies. I examines heo e ical
ounda ions, pedagogical condi ions, and p ac ical mechanisms o os e ing p ojec -based
lea ning skills. The p oposed model aims o imp o e s uden s’ abili y o design, implemen , and
e alua e educa ional p ojec s ha combine p o essional knowledge wi h inno a i e eaching
me hods. Pa icula a en ion is gi en o he de elopmen o c ea i i y, c i ical hinking, and
independen p oblem-sol ing skills, which a e i al o he p o essional g ow h o u u e eache s.
Keywo ds: p ospec i e eache s; p ojec compe ence; educa ional and cogni i e ac i i y;
pedagogical model; p o essional de elopmen ; p ojec -based lea ning; c ea i i y; c i ical
hinking.
In oduc ion
The complex socio-economic changes occu ing in oday's socie y cons an ly lead o
ans o ma ions in he ield o educa ion. The p ima y ask o he mode n highe educa ion sys em
is o achie e a le el whe e a g adua e is no only highly in ellec ually capable and p epa ed o
pe o m p o essional ac i i ies a a c ea i e le el bu also possesses a numbe o compe i i e
ad an ages o e o he g adua es.
The Dec ee o he P esiden o he Republic o Uzbekis an da ed Oc obe 8, 2019, No. PF-
5847, "On App o al o he Concep o he De elopmen o he Highe Educa ion Sys em o he
Republic o Uzbekis an un il 2030," ou lines he p io i y di ec ions o he sys ema ic e o m o
highe educa ion in Uzbekis an. I aims o ele a e he p ocess o aining highly quali ied pe sonnel
wi h mode n knowledge, high mo al and e hical i ues, and independen hinking o a new
quali a i e le el. The mode niza ion o highe educa ion, based on ad anced educa ional
echnologies, is di ec ed owa ds he de elopmen o he social sphe e and economic sec o s. I s
implemen a ion can se e as a ounda ion o ca ying ou undamen al e o ms in he highe
educa ion sys em [6].
In ou esea ch, he p ojec design compe ence o u u e eache s is conside ed as hei
abili y o u ilize mode n echnologies in he educa ional p ocess, apply p ojec design skills,
de elop in eg a ed p ojec s, and engage in p ojec -based ac i i ies o ganized o sol ing p oblems
o p o essional g ow h and de elopmen . We can examine his phenomenon in bo h a b oad and
na ow sense. In he na ow sense, p ojec design compe ence indica es he u u e eache 's abili y
o de elop speci ic p ojec s, conduc independen esea ch, p ocess da a, and u ilize p ojec s
e ec i ely. In oday's con ex , in a b oad sense, p ojec design compe ence signi ies ha he u u e
specialis possesses p ojec -based hinking, is awa e o in e disciplina y connec ions, and has he
capaci y o sel -educa ion, p o essional g ow h, pe sonal de elopmen , and enhancing hei
compe i i eness h ough he p ojec design p ocess.
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P ojec design p o iciency is o med du ing he p ocess o p ojec ac i i y— ha is, wo k
o ganized o c ea e o iginal p oduc s (p ojec s) aimed a sol ing p o essionally o ien ed asks. I
is di ec ed owa ds acqui ing and de eloping skills and pe sonal quali ies necessa y o he
indi idual. Fo u u e eache s, p ojec design p o ides an oppo uni y o sel -awa eness,
e ealing c ea i e po en ial, achie ing p o essional g ow h and de elopmen , and gaining
expe ience in independen cogni i e p ocesses. Fo he eache , i is one o he me hods ha enables
he ans o ma ion o heo e ical knowledge in o p o essional expe ience and c ea es oppo uni ies
o enhance s uden s' compe i i e abili ies and educa ional aspi a ions [13].
The main goal o enhancing s uden s' p ojec design compe ence in highe educa ional
ins i u ions is o p epa e hem o he p o essional p ocess and ensu e a high le el o
compe i i eness, which can posi i ely impac hei sui abili y in he demanding condi ions o he
labo ma ke .
Based on he analysis o con empo a y equi emen s, we can iden i y he ollowing key
componen s o a mode n specialis 's p ojec design compe ence [15, 17, 19]:
Possession o p ojec design skills and abili ies;
P ojec -based hinking;
Readiness o sel -educa ion and sel -imp o emen du ing p ojec ac i i ies;
Abili y o adequa ely e alua e he quali y o p ojec wo k.
P ojec design p o iciency encompasses he ollowing skills and abili ies [16, 18]:
Cogni i e: O ganizing independen cogni i e ac i i y, analyzing and syn hesizing
in o ma ion, possessing analy ical hinking, and in ellec ual capaci y.
Resea ch: Abili y o wo k wi h in o ma ion (sea ching, selec ing), de ining asks and
goals, c ea ing plans and s uc u es, and d awing conclusions.
In eg a i e: Unde s anding in e disciplina y connec ions and he abili y o syn hesize
knowledge in p ojec s.
Mul imedia: Using mul iple channels o in o ma ion pe cep ion in a p ojec , wo king
wi h mul imedia ools, and c ea ing p esen a ions.
C ea i e: P esence o c ea i e hinking, s i ing o c ea i e explo a ion, and o iginali y.
A c ucial aspec de eloped h ough he p ojec p ocess is design hinking— he abili y o
pe cei e objec s as po en ial p ojec s and engage wi h hem om a p ojec pe spec i e.
P ojec -based hinking is a mo e e ec i e p ocess han me e con empla ion. I in ol es
u u e-o ien ed planning, designing, gene a ing new ideas, ans o ming hem in o s uc u ed inal
p oduc s (p ojec s), and achie ing angible esul s h ough p ojec ac i i y. This ype o hinking
de elops p og essi ely om p ojec o p ojec . I includes he abili y o p edic inal ou comes,
co ec ly ec o p ojec ac ions, p io i ize e ec i ely, and p esen he p ojec om i s concep ual
co e o implemen a ion. P ojec -based hinking is inhe en ly open o inno a ion. I is e ined and
desc ibed h ough e lec ion and sel -e alua ion.
The skill o adequa e and p o icien p ojec e alua ion indica es a high le el o p ojec
mas e y. The e alua ion p ocess in ol es de e mining he p ojec 's alue, signi icance, s eng hs,
and weaknesses.
A s uden 's p ojec design compe ence can be assessed based on he ollowing c i e ia [8]:
P esen a ion skills;
Dep h o p ojec con en ;
Le el o c ea i i y/o iginali y;
Fo eign language p o iciency (i applicable);
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Aes he ics o p esen ing esul s;
Abili y o p o ide clea and easoned answe s o ques ions;
Quali y o in o ma ion (p oblem ele ance, o iginali y, no el y);
Success ul de ense.
Each c i e ion can be e alua ed on a i e-poin scale, wi h a o al sco e calcula ed o he
p ojec [12].
Ou obse a ions o u u e eache s' p ojec wo k led us o ca ego ize hei p ojec design
compe ence in o h ee dis inc le els: High, Medium, and Low.
High Le el: Cha ac e ized by well-de eloped skills o execu ing high-quali y p ojec s.
The s uden independen ly and e ec i ely conduc s lea ning ac i i ies, engages in sel -
educa ion, ac i ely s i es o sel -imp o emen , adequa ely e alua es p ojec s agains all
c i e ia, and possesses well-de eloped design hinking. Thei p ojec s a e dis inguished by
o iginali y, in e es ing design, c ea i i y, and i id p esen a ion. The s uden demons a es
s ong subjec knowledge and p o ides p ecise answe s o ques ions.
Medium Le el: The s uden possesses su icien ly de eloped skills o c ea ing a e age-
quali y p ojec s. They a e gene ally capable o independen cogni i e p ocesses, a e
p epa ed o sel -educa ion and de elopmen , and can e alua e a p ojec agains mos
c i e ia. Howe e , hei p ojec -based hinking is no ully o med. P ojec s a e sa is ac o y
bu lack c ea i i y and uniqueness. They canno answe all ques ions posed.
Low Le el: The s uden has no su icien ly mas e ed p ojec design skills and abili ies.
They a e only occasionally capable o independen lea ning ac i i y, hei p ojec hinking
is unde de eloped, and he e is li le o no d i e o sel -educa ion and imp o emen . The
s uden s uggles o e alua e p ojec s adequa ely and has di icul y answe ing ques ions.
Highe educa ion ins i u ions mus o ganize a ge ed and sys ema ic wo k o enhance
s uden s' p ojec design compe ence. This is a c ucial s ep in p epa ing compe i i e pe sonnel who
can mee he demands o he mode n labo ma ke .
Based on he ob ained esul s, we concluded ha o e ec i ely imp o e s uden s' eadiness
o he p ojec p ocess, he ollowing condi ions mus be me :
De eloping a model o p epa ing s uden s o he p ojec design p ocess.
C ea ing au hen ic, p oblem-based asks ha equi e solu ions h ough p ojec
de elopmen .
O ganizing s uden s' sea ch and esea ch ac i i ies wi hin he p ojec amewo k.
As indica ed by explana o y dic iona ies o gene al and social pedagogy, an educa ional
model is a sys ema ized se o basic pa e ns o o ganizing he ac i i ies o bo h s uden s and
eache s in he educa ional p ocess [10]. In pedagogical science, bo h he educa ional p ocess and
pedagogical ac i i y a e subjec o modeling.
In ou iew, a key ad an age o scien i ic-pedagogical models is he in eg i y o he
p esen ed in o ma ion, which in u n enables a comp ehensi e unde s anding o he objec and he
implemen a ion o a s uc u ed app oach. The model consis s o he ollowing main blocks: Goal,
Me hodology, Pedagogical P ocess, and Resul . These a e exp essed h ough he componen s o
p ojec eadiness and le els o de elopmen .
Thus, we p esen he model we de eloped o enhancing he p ojec design compe ence o
s uden s in highe educa ion ins i u ions.
Goal Block
Social Manda e: O ganizing he T aining o Specialis s wi h P ojec Design
Compe ence
Employe
Requi emen s
Requi emen s o he
C edi -Module Sys em
in Highe Educa ion
Quali ica ion
Requi emen s o
Educa ional Fields and
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Acco ding o ou iew, he c ea ion and implemen a ion o pedagogical echnologies
e lec ing he p inciples o pe son-o ien ed and compe ence-based app oaches con ibu es o he
de elopmen o u u e eache s' eadiness o p ojec ac i i y.
C ea ing condi ions o u u e eache s o make independen decisions du ing p ojec
ac i i y consis s o de eloping accep able ways o implemen he p ojec . The ime alloca ed o
p ojec implemen a ion is de e mined by i s opic and p oblems. Consequen ly, p ojec s can be
sho - e m o long- e m and a e ca ied ou by s uden s o e a week o h oughou an en i e qua e .
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O ganizing ac i i y implies i s ans o ma ion in o an in eg al sys em ca ied ou in a ce ain
empo al sequence by s ages and s eps [14]. The comple eness o he ac i i y cycle (p ojec ) is
de e mined by h ee s ages: he design s age, which has a s uc u ed me hod o sol ing he
p oblem and a plan o i s implemen a ion; he implemen a ion s age, he esul o which is he
solu ion o he p oblem; and he e lexi e e alua ion s age, which esul s in assessing he ou comes
and de e mining he need o hei u he co ec ion o "launching" a new p ojec (Table 1.1.1).
1.1.1-Table. The con en o p ojec ac i i y
S ages o
p ojec design
P ojec ac i i y
P ojec ac i i ies
P ojec design
Si ua ion
analysis
Iden i ying he necessi y o esol e he
con adic ion be ween exis ing and equi ed
condi ions
P oblem-based
app oach
Iden i ying he p ojec p oblem and he causes
ha led o he p oblem
Fo ma ion
Fo mula ing hypo heses, p edic ing
ela ionships be ween e en s and phenomena in
he su ounding wo ld
Goal se ing
De ining and o mula ing he p ojec 's goals
and objec i es as di ec ions and me hods o
p oblem-sol ing
Modeling
C ea ing speci ica ions and de eloping a model
o he inal p oduc , along wi h c i e ia o i s
e alua ion
Planning
Abili y o de ine implemen a ion s ages,
sequence o ac ions, ime cons ain s, and
esponsible in e im ou comes
Implemen a ion
Implemen a ion
Abili y o de elop he inal p oduc o he
p ojec
P esen a ion and
e alua ion o
he p ojec
p oduc
Abili y o p esen and de end he accep ed
p ojec p oduc . E alua ing he quali y o he
p ojec esul acco ding o he de eloped
c i e ia.
Re lec i e
e alua ion
Re lec i e
E alua ion o p ojec ac i i ies by pa icipan s
and iden i ica ion o u u e p ospec s o gained
expe ience
Wi hin he amewo k o he pe son-o ien ed app oach, he indi idual is conside ed as a
conscious subjec possessing a s able sys em o indi idual cha ac e is ics, and indi iduali y is
iewed as a cha ac e is ic inhe en o any pe son capable o ca ying ou hei own li e p ocess,
o med h oughou li e as he subjec o i s o ma ion [17].
The p ojec -modula eaching sys em p o ides oppo uni ies ha accoun o he in e es s
and inclina ions o u u e eache s, b oaden and deepen knowledge in specialized subjec s, and
ensu e he solu ion o pedagogical asks ha o m p o essional compe encies [20].
Fu he mo e, we mus simul aneously achie e he assimila ion o heo e ical knowledge by
u u e eache s while encou aging hem o o ganize e ec i e p ojec -based ac i i ies.
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