Abstract
This thesis presents the theoretical, scientific, and methodological foundations for developing students’ professional competence through collaborative pedagogy in an inclusive educational environment within the context of educational transformation. The contemporary paradigm of inclusive education is interpreted as a pedagogical system that recognizes learners’ individual capabilities, needs, interests, and developmental trajectories while ensuring the active engagement of all students in educational collaboration. The potential of the key principles of Zamonaviy jamiyat va innovatsiyalar ilmiy nazariy jurnali 2026-yil, 8-Son, 1-Qism. ISSN 3060-544X collaborative pedagogy including subject-subject relationships, mutual trust, pedagogical support, partnership, dialogue, reflection, and collaborative activity for developing students’ professional competence is revealed. It is substantiated that collaborative pedagogy not only enhances students’ participation and engagement in the educational process but also serves as a transformative mechanism for developing professional autonomy, communicative activity, social responsibility, creativity, and self-development competencies.