VARIATIVE PEDAGOGICAL APPROACHES IN TEACHING THE "PSYCHOLOGY" COURSE TO STUDENTS
Abstract
This article examines the didactic potential of student-centered, activity-based, problem-based, interactive, and contextual teaching approaches in the instruction of psychology. A comparative analysis of the scholarly perspectives of psychologists from foreign countries, CIS nations, and Uzbekistan is conducted, highlighting the significance of variative pedagogical approaches in accounting for students' individual psychological characteristics, enhancing learning motivation, and developing critical and reflective thinking. The research findings confirm that an educational process organized on the basis of variative approaches facilitates the deep assimilation of psychological knowledge and the formation of competencies for its application in practical activity. The article provides a scholarly rationale for the necessity of systematically and comprehensively implementing variative pedagogical approaches in teaching psychology.
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