Keywords
Abstract
Tezisda inklyuzivlik va axborot madaniyati o‘zaro bog‘liq ikki alohida hodisa sifatida emas, balki o‘qituvchining yagona kasbiy konstrukti sifatida ko‘rib chiqiladi. Xalqaro adabiyotlarda inklyuziv pedagogika va raqamli kompetensiya yo‘nalishlari asosan parallel ravishda rivojlangani, natijada o‘qituvchi tayyorlash dasturlarida ularning kesishuvini o‘lchaydigan vosita shakllanmagani asoslanadi. Tadqiqot maqsadi – Universal Design for Learning (UDL) tamoyillari, DigCompEdu doirasi va axborot madaniyati komponentlarini birlashtiruvchi “inklyuziv axborot madaniyati” (IAM) modelini ishlab chiqish. Metodologiya sifatida 2017–2025-yillarda e’lon qilingan xalqaro doiraviy hujjatlar hamda tizimli sharhlarning qiyosiy-mazmuniy tahlili va matritsali kartalash usuli qo‘llanilgan. Natijada uchta UDL tamoyili va axborot madaniyatining to‘rt komponenti kesishuvidan hosil bo‘lgan 12 ta kuzatiluvchi indikator hamda ularning to‘rt bosqichli rivojlanish shkalasi taklif etilgan. Model bo‘lajak o‘qituvchilarni tayyorlash dasturlari uchun diagnostik va loyihalash vositasi sifatida qo‘llanilishi mumkin.
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