METHODOLOGY FOR FORMING COMMUNICATIVE COMPETENCE THROUGH INTERDISCIPLINARY INTEGRATION

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 40 METHODOLOGY FOR FORMING COMMUNICATIVE COMPETENCE THROUGH INTERDISCIPLINARY INTEGRATION Z.N. Ibragimova Master's student at Shahrisabz State Pedagogical Institute https://doi.org/10.5281/zenodo.17393943 Abstract. This article highlights the practical and theoretical aspects of further forming communicative competence, which is interconnected through interdisciplinary integration. It analyzes methods for shaping students' communication culture, freely expressing their ideas, operating collaboratively, and developing a creative approach through the integration of all subjects in the educational process. Furthermore, the role of modern innovative and pedagogical technologies, various interactive methods, and interdisciplinary project-based approaches in the formation of communicative competence is demonstrated. This article shows the usefulness of interdisciplinary integration in developing students' speech activity and free-thinking ability. Keywords: communicative competence, interdisciplinary integration, integration, pedagogical and interactive methods, creative thinking ability, communication culture. Introduction Currently, the development of the professional competence of future teachers is one of the most important issues. In the educational institutions of our Republic, the necessary regulatory framework has been created to form the communicative competence of teachers, i.e., the ability to communicate effectively with students, parents, and colleagues. The formation of the professional competence of future teachers is considered one of the complex and urgent problems in teacher training. Especially in the process of modernizing education, the problem of adaptation to pedagogical activity is becoming more acute. The teacher's cognitive activity is formed under the influence of the complexity of the topics being studied, their constant variability, unusualness, and the vague boundaries between social phenomena. This process requires a high level of observation from the teacher, the ability to deeply understand and model the inner world of the interlocutor. The state strategy defined by the President of the Republic of Uzbekistan has set the constant improvement of the professional skills of pedagogical personnel as an important task. This strategy creates favorable conditions for developing and improving the professional communication of teachers in the social processes of society. A number of laws and resolutions, such as Presidential Decree PF-4947 of February 7, 2017, Resolution PQ-2909 of April 20, 2017, and Presidential Decree PQ-3775 of June 5, 2018, have defined important measures for further improving the higher education system and enhancing the quality of education. These documents serve as an important basis for improving the professional qualifications of teachers and developing their activities in the field of education. In implementing the requirements of these regulatory and legal documents, the presented dissertation contributes its specific share and helps to further develop the professional competence of teachers. Many scientists and researchers have conducted scientific work on the issues of developing the professional competence of future teachers. In particular, B.S. Abdullaeva, A.A. Abduqodirov, G. Abduraimova, Sh. Abduraimov, B.R. Adizov, and many other specialists have SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 41 studied and analyzed this topic extensively. At the same time, scientists from the Commonwealth of Independent States, such as L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, N.V. Kuzmina, and others, have deeply studied the psychological foundations of developing the professional abilities of teachers. In European countries, scientists like M. Buber, L. Bocheva, R. Boyatzis, F. Delamare, A. Diesterweg, J. Dewey, A. Maslow, Jean Piaget, K. Jaspers have paid great attention to issues of enhancing teachers' communicative competence. Today, in the pedagogical field, a person's worldview and their place in social life are being fundamentally reconsidered. The processes related to the education and upbringing of the growing generation require a new approach, which leads to changes in the relationships between teachers and students. One of the main principles of the relationship between the teacher and students is the principle of humanism. This principle, according to Immanuel Kant, defends every person's right to achieve their own goals and emphasizes that no one should be used merely as a means for others. In pedagogical communication, it is not enough to work only based on the teacher's goals and tasks. Truly effective communication must also be based on considering the students' thoughts, interests, and aspirations. Only then can the child harmonize their personal world and interests within the framework of pedagogical goals. In organizing communication, three interconnected components – communicative, interactive, and perceptual components – are of great importance. For example, as emphasized in the research of G.M. Andreeva, A.A. Bodalev, and B.D. Parygin, the communicative component includes the processes of transmitting information and interaction among students, the interactive component includes organizational aspects, and the perceptual component includes mutual perception, understanding, and emotional connections. Furthermore, the teacher's communicative abilities are expressed through many pedagogical concepts, such as "pedagogical skill," "qualification characteristics," "personal professiogram" "professional readiness," and "professional-pedagogical competence." Each concept reflects different aspects of pedagogical activity and is used in different contexts. There is a new scientific concept very close to the concept of "communicative competence," which is the "communicative core of the individual." This term has appeared recently and was first used in scientific research by the modern psychologist A.A. Bodalev. The communicative core refers to the basic personal characteristics and abilities that enable a person to carry out communication effectively and successfully. These characteristics exist in any person, including children, and encompass their personal virtues and abilities. In this process, namely at a low level of the teacher's communicative competence, the style and direction of communication shift to another side. As a result, the teacher may not be able to work effectively in their professional activity or fully manifest themselves as a professional. This leads to personal dissatisfaction at work and in life, and sometimes situations of discontent with life may arise. Therefore, taking into account the organic interconnection and mutual influence between general communicative competence and professional communicative competence, we have identified the following criteria: The first criterion is the set of general communicative values. These values include, for the teacher, the human being as a value, as well as the importance of the communication process itself and the traditional forms of pedagogical communication. The second criterion was defined as the teacher's skills in implementing interpersonal communication, i.e., their general communicative skills. These skills mean the teacher's ability to be in effective and sincere contact with others. In assessing the teacher's communicative competence, several criteria exist. The first among them is the skill of establishing effective contact with people in their immediate SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 42 environment, namely family members, work colleagues, and parents of students. The second criterion is the extent to which the teacher has internalized general communicative values into their professional ideal. Because the development of these values is important not only in daily life but also in the processes of pedagogical communication. Furthermore, these values form the foundation for the teacher to communicate with children on a humanistic basis, in the style of a facilitator. On this basis, the teacher adopts student-centeredness as a core value in their activity, as well as readiness to change their methods of activity based on self-awareness and consideration of students' personal changes. Moreover, the presence of professional communicative skills in the teacher is one of the important criteria for assessing their communicative competence, because professional pedagogical communication differs in many ways from ordinary everyday communication. The need to determine the teacher's communicative competence indicated that it can have high, medium, and low levels. A high level of communicative competence is the clear expression of the teacher's humanistic mutual relationships with students. Such teachers not only see students as subjects but also accept their personality as unique and unrepeatable. At the same time, they feel a great need to communicate with children and actively use ethical methods of communication in practice. Teachers with a high level of communicative competence also have well-developed verbal (through words) and non-verbal (non-verbal, through gestures) communication skills, and no discrepancy is observed between these two components. Such teachers know how to manage their psychological and physiological state and can also find ways to cooperate even in conflict situations. The average level of communicative competence indicates that the teacher's valuecommunicative orientations are not fully expressed. Teachers at this level more often perform social roles, i.e., they participate less in humanistic relationships with children and carry out communication out of necessity. Their communication is often limited, emotionally weak, and although verbal and non-verbal communication skills are developed in pedagogical activity, emotional instability is sometimes noticeable. A low level of communicative competence is characterized by the teacher's rejection of one or several of their basic value-communicative orientations. Such teachers cannot show humanism when communicating with children, students feel uncomfortable communicating with them, emotional negativity intensifies in the lesson, and sincere connection with the child is lost. Furthermore, in such teachers, a discrepancy between verbal and non-verbal communication is often encountered, and they also do not know how to manage their psychological and physiological state. In general, communicative competence is a dynamic process, the development of which occurs in two stages: general communicative competence and professional communicative competence. These two stages coexist at certain stages of personal development and can grow from level to level. This development process is realized through the natural assimilation of the "language" of communication and through specially organized education. Especially in the professional field, the teacher's communicative competence is formed through this process. This is connected to the future teacher's acquisition of knowledge and their constant work on themselves. Based on pedagogical sciences, the humanized communicative core of the individual is formed. The pedagogical sciences and their goals include the following: History of Pedagogy – deeply studies the development of pedagogical ideas, theories, and educational systems. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 43 Pedagogy – studies the basic laws of the educational process as a specially organized pedagogical activity and creates a solid foundation for developing all areas of pedagogical knowledge. This field includes the principles of general pedagogy, didactics (theory of learning), theory of upbringing, and educational management, among others. Pedagogy of Age Periods studies the developmental characteristics of different age groups and their specific forms of manifestation. This direction covers areas such as preschool education, primary education, adult education (andragogy), and education in old age (gerontagogy). Professional Pedagogy is dedicated to the problems of vocational education, where issues of vocational schools, secondary specialized vocational education, higher education, and labor pedagogy are researched. At the same time, sectoral pedagogy studies the laws of training adapted to specific types of activities (e.g., pedagogical, engineering, military, legal, and others). Social Pedagogy analyzes factors in society that influence personality formation and development, where family pedagogy, pedagogy of work collectives, and re-education issues hold an important place. Correctional or Special Pedagogy focuses on the education and upbringing of children with physical or psychophysiological developmental limitations. This direction includes fields such as defectology (working with mentally disabled children), logopedics (correcting speech defects), surdopedagogy (working with hearing impairments), typhlopedagogy (working with blind children), and oligophrenopedagogy (working with intellectually disabled children). Ethnopedagogy studies the laws and specifics of the upbringing of peoples and ethnic groups, while comparative pedagogy compares educational systems in different countries. Private or subject methodology is aimed at studying the teaching methods of individual subjects taught in various educational institutions. The Philosophy of Education and Upbringing studies the role of philosophical doctrines for a deeper understanding of the essence of education and analyzes the main conceptual approaches to defining the goals of education and upbringing. Although the goal of communicative self-improvement is clear, the motivations for it can vary. For a humanistically oriented teacher, communicative self-development is necessary not only for personal growth but also for creating effective and sincere mutual relationships. This process serves the personal development of children, preserving their individual characteristics and uniqueness. Therefore, practical exercises are of great importance in the process of communicative self-improvement. The mechanisms for developing the communicative competence of future teachers require the development of methodological support for organizing professional-pedagogical activities through a practical approach. It is advisable to organize the educational process by dividing it into sections: information, self-awareness, and practical exercises. The specificity of higher pedagogical education is determined by the requirements for constantly demonstrating pedagogical culture and the education system, as well as the teacher's professional specialization and competence. This can serve as a basis for the content and essence of the traditional education system. REFERENCES 1. Decree No. 1059 of December 31, 2019, of the Cabinet of Ministers of the Republic of Uzbekistan "On Approval of the Concept of Continuous Spiritual Education and Measures for its Implementation." 2. 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