This article examines the development of professional reflective competence in future primary school teachers in the context of contemporary educational reforms in the Republic of Uzbekistan. The article examines the components of professional reflective competence—cognitive, analytical, evaluative, and developmental—and analyzes the characteristics of pedagogical reflection in a digital educational environment. The paper recommends methodological approaches to the formation of reflective competence: digital portfolios, research lessons, structured reflective diaries, written reflection, problem-oriented learning, and a mentoring system. It also emphasizes the importance of systematically developing reflective activity through special courses, technological approaches, and practical seminars.

Professional reflective competence, future primary school teachers, digital educational environment

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