This article provides a comparative analysis of international approaches to developing social activity competence within teacher education systems — the European Union's Key Competences framework, the American Service-Learning pedagogy, Finland's holistic-autonomous approach, and the institutionalized social service systems of Southeast Asian countries. The methodological essence, strengths, and limitations of each model are examined from a scientific and pedagogical perspective, and the possibilities of adapting this international experience to the conditions of teacher education in Uzbekistan, along with the corresponding implications, are substantiated from a scientific and practical perspective.
International Approaches to Developing Social Activity Competence in Teacher Education: Implications for Uzbekistan
DOI:
Keywords:
Social activity competence
teacher education
international experience
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References
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