The article investigates pedagogical conditions, methodological tools and empirical effects of cultivating lesson-planning competence grounded in differentiated instruction among preservice teachers. Drawing on constructivist and humanistic learning theories, a mixed-methods study was conducted with 124 undergraduate students at three Uzbek teacher-education universities. A specially designed training module integrating theory-to-practice cycles, case-based tasks and continuous reflective feedback was implemented over one academic semester. Qualitative results confirm a marked expansion of candidates’ ability to align objectives with learner diversity, vary instruction and assessment, and anticipate flexible trajectories inside the same lesson plan. Quantitative analysis (paired-sample t-test, p < 0.01) shows a statistically significant rise in planning-competence index scores for the experimental group versus controls. The research substantiates that systematic immersion in differentiated-planning strategies during initial teacher preparation not only refines professional competence, but also embeds a mindset of inclusive, learner-centred pedagogy essential for twenty-first-century classrooms.

Lesson planning, differentiated instruction, teacher education, pedagogical competence

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