METHODOLOGY FOR DEVELOPING INFORMATION COMPETENCE IN PROSPECTIVE HISTORY TEACHERS THROUGH MULTIMEDIA TECHNOLOGIES

Abstract

This article proposes a methodology for developing information competence in prospective history teachers through multimedia technologies in the context of pedagogical higher education in Uzbekistan. Information competence is understood as the ability to identify information needs, locate relevant historical sources, evaluate their credibility, interpret evidence, and communicate findings ethically. The proposed methodology integrates digital archives, interactive historical maps, documentary materials, timelines, and multimedia presentations into inquiry-based learning. It connects technological skills with historical thinking, source criticism, and pedagogical decision-making. The article adopts a conceptual and methodological approach, drawing on competence-based education, constructivist learning, and principles of multimedia learning. Learning activities progress from guided source analysis to independent investigation and the design of multimedia teaching resources. Assessment focuses on source selection, contextual interpretation, corroboration, responsible attribution, and the educational value of students’ multimedia products. Particular attention is given to instructional scaffolding, access to digital resources, and the preparation of university instructors. The proposed framework provides a basis for designing learning activities and assessment criteria; its effectiveness requires subsequent empirical evaluation. The article argues that multimedia technologies can support information competence when their use is guided by clear learning objectives and systematic engagement with historical evidence.