DEVELOPMENT OF INCLUSIVE HIGHER EDUCATION AND TEACHER’S PEDAGOGICAL COMPETENCE IN THE REPUBLIC OF UZBEKISTAN

The article examines the development of inclusive higher education in the Republic of Uzbekistan and the role of teacher pedagogical competence as a key factor in its effectiveness. The relevance of the study is driven by the expansion of inclusive learning practices and the need to prepare teachers for work in conditions of educational diversity. The methodological basis consists of the theoretical analysis of scientific literature, regulatory documents, and statistical data. It has been established that despite the active development of inclusive education, a gap persists between regulatory implementation and the practical pedagogical readiness of teachers. The necessity of forming inclusive pedagogical competence as a systemic component of the professional training of higher education teachers is substantiated.