This paper examines the place and role of information-analytical competence (IAC) in contemporary pedagogy with a focus on Uzbekistan’s education system. IAC is defined as teachers’ capability to search, collect, analyze, synthesize, evaluate, and pedagogically apply data—capabilities that become pivotal amid digital transformation and the proliferation of big data. Drawing on classical (Vygotsky, Dewey) and contemporary frameworks (UNESCO, OECD), the study argues that IAC integrates cognitive, reflective, creative, and ethical-informational components that empower teachers to plan instruction, differentiate learning, and ensure evidence-informed decisions. Using a mixed-methods design (questionnaires, a short professional training intervention, semi-structured interviews, classroom observations), empirical materials from schools and higher education institutions suggest that targeted IAC training substantially improves teachers’ planning efficiency, learners’ motivation, and critical thinking. The paper highlights persistent constraints—urban–rural digital inequality, limited infrastructure, and insufficient professional development—and proposes practical strategies: continuous in-service IAC training (including basic statistics and data visualization), curriculum-level integration of analytical tasks, and standardized assessment of IAC. The findings support the claim that strengthening IAC is indispensable for quality improvement and international alignment of Uzbekistan’s education in the digital era. (Words: ~200).  

Information-analytical competence, digital pedagogy, critical thinking

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