BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING METAKOMPETENTLIGINI RAQAMLI TA’LIM MUHITIDA INTEGRATSIYALASH

Shobekova Nigora Mamurovna

doi:10.5281/zenodo.23808807

29.10.2026

Oʻzbekcha

BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARINING METAKOMPETENTLIGINI RAQAMLI TA’LIM MUHITIDA INTEGRATSIYALASH

Published

29.10.2026

Journal

Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”

Issue

Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”

Pages

570-573

DOI

10.5281/zenodo.23808807

Authors

Shobekova Nigora Mamurovna

Abstract

Maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilarining metakompetentligini raqamli ta’lim muhitida integratsiyalashning nazariy asoslari yoritilgan. Raqamli muhit komponentlari metakompetensiyaning tarkibiy qismlari bilan o‘zaro moslashtirilgan, integratsiyalash modeli va bosqichlari taklif etilgan. Raqamli vositalardan foydalanishdagi xavflar (jumladan, sun’iy intellektga haddan tashqari tayanish) tahlil qilingan va ularni kamaytirish pedagogik shartlari asoslangan.

Keywords

bo‘lajak boshlang‘ich sinf o‘qituvchisi elektron portfolio integratsiya metakompetentlik o‘quv analitikasi raqamli kompetensiya. raqamli ta’lim muhiti refleksiya sun’iy intellekt

Other language versions

Русский

В статье раскрыты теоретические основы интеграции метакомпетентности будущих учителей начальных классов в цифровой образовательной среде. Компоненты цифровой среды соотнесены со структурными компонентами метакомпетентности, предложены модель и этапы интеграции. Проанализированы риски использования цифровых средств, в том числе чрезмерной опоры на искусственный интеллект, и обоснованы педагогические условия их снижения.

будущий учитель начальных классов интеграция искусственный интеллект метакомпетентность рефлексия учебная аналитика цифровая компетентность. цифровая образовательная среда электронное портфолио

English

The article presents the theoretical foundations of integrating the metacompetence of future primary school teachers into a digital learning environment. The components of the digital environment are matched with the structural components of metacompetence, and an integration model with its stages is proposed. The risks of using digital tools, including overreliance on artificial intelligence, are analysed, and pedagogical conditions for reducing them are substantiated.

artificial intelligence digital competence. digital learning environment e-portfolio future primary school teacher integration learning analytics metacompetence reflection

References

1. O‘zbekiston Respublikasi Prezidentining 2020-yil 5-oktabrdagi «“Raqamli O‘zbekiston — 2030” strategiyasini tasdiqlash va uni samarali amalga oshirish chora-tadbirlari to‘g‘risida»gi PF-6079-son Farmoni.

2. O‘zbekiston Respublikasining «Ta’lim to‘g‘risida»gi Qonuni. 2020-yil 23-sentyabr, O‘RQ-637-son.

3. Flavell J.H. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry // American Psychologist. – 1979. – Vol. 34, No. 10. – P. 906–911.

4. Zimmerman B.J. Becoming a self-regulated learner: An overview // Theory Into Practice. – 2002. – Vol. 41, No. 2. – P. 64–70.

5. Azevedo R., Aleven V. (eds.). International Handbook of Metacognition and Learning Technologies. – New York: Springer, 2013. – 1006 p.

6. Mishra P., Koehler M.J. Technological pedagogical content knowledge: A framework for teacher knowledge // Teachers College Record. – 2006. – Vol. 108, No. 6. – P. 1017–1054.

7. Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu. – Luxembourg: Publications Office of the European Union, 2017. – 95 p.

View PDF