This article investigates methodological approaches to improving the literary analysis competence of future primary school teachers through the integration of digital technologies into the higher pedagogical education system of Uzbekistan. The relevance of the research is determined by the ongoing digital transformation of the national education system and the increasing need to prepare future teachers who are capable of effectively combining traditional pedagogical approaches with modern digital educational resources. Particular attention is paid to the development of students’ abilities to comprehend, interpret, analyze, compare, and critically evaluate literary works within a digital learning environment. The proposed methodology incorporates electronic literary resources, multimedia presentations, interactive tasks, digital annotation tools, online discussion platforms, virtual learning environments, and artificial intelligence-supported educational resources. The study considers the specific requirements of Uzbek higher pedagogical education and the professional competencies expected of future primary school teachers. The methodological framework is designed to strengthen students’ independent thinking, critical reading, analytical reasoning, creative interpretation, and ability to substantiate their opinions using textual evidence. The findings indicate that purposeful integration of digital technologies into literary education creates additional pedagogical opportunities for increasing students’ motivation, cognitive activity, and analytical competence. The research concludes that a digitally enriched methodology can contribute to improving the quality of professional preparation of future primary school teachers in Uzbekistan.
Improving the Literary Analysis Competence of Future Primary School Teachers Through Digital Technologies
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