PEDAGOGICAL ESSENCE OF THE COMPETENCY-BASED APPROACH AND ITS ROLE IN MUSIC EDUCATION
Keywords:
Keywords: competency-based approach, music education, teacher competence, TPACK, digital competence, assessment rubric, Uzbekistan educational standardsAbstract
Abstract
This article examines the pedagogical essence of the competency-based
approach, its didactic potential in music education, and its role in learning outcomes
assessment (competency-based assessment). The research design employs comparative
analysis of regulatory and legal documents (Uzbekistan’s State Educational Standards
and higher education standards), scholarly literature, and international experience. The
results show that the competency-based approach in music education strengthens an
outcome-oriented model focused not merely on “knowledge,” but on performance-
based activity, creative products, reflection, and digital pedagogy. Teacher
competencies are shown to be systematically developed through TPACK and digital
competence frameworks. Although the competency-based paradigm is being
consolidated in Uzbekistan through state educational standards, several “gaps” remain
in music education, particularly in assessment criteria, integration of digital
competence, and methodological support for teachers. Based on international
experience, the discussion proposes a “music education competency matrix” adapted
to the Uzbek context, along with a rubric-based assessment model.
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