Publication Details
Abstract
This study examines the development of communicative skills among pedagogy students as a psychological phenomenon within the context of Uzbekistan’s reforming higher education system. The research objective was to investigate the psychological mechanisms, structural components, and effective pedagogical conditions that facilitate the development of communicative competence in future teachers. A mixed-methods design was employed, combining quantitative instruments (standardized communicative competence questionnaires, Raven’s Progressive Matrices for cognitive assessment, and structured observation protocols) with qualitative methods (semi-structured interviews and focus group discussions). The study involved 186 pedagogy students from four higher educational institutions in Uzbekistan over two academic semesters (2022–2023). Key findings revealed that 67.2% of participants demonstrated low-to-moderate communicative skill levels prior to intervention. After implementing a specially designed psycho-pedagogical training program, statistically significant improvements were recorded across all communicative domains (p < 0.01). The scientific novelty of this research lies in the development of a three-component structural model of communicative competence (cognitive-motivational, operational-behavioral, and reflective-evaluative) adapted specifically for Uzbek pedagogy students, and the empirical validation of this model within the national educational context.