THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF IMPROVING STUDENTS’ SOCIO-COGNITIVE COMPETENCE IN THE PROCESS OF MUSIC EDUCATION

Abstract

This article analyzes the theoretical and methodological foundations of improving students’ socio-cognitive competence in the process of music education. The content and essence of socio-cognitive competence, its role in professional training, and its importance in developing students’ social activity and reflective thinking are highlighted. The research reveals the methodological possibilities of the competency approach, person-centered education, active and integrative approaches. It also establishes effective mechanisms for developing socio-cognitive competence in music education through interactive methods, collective performance, project activities, and innovative pedagogical technologies. The results of the research serve to increase the professional competence of future music teachers, improve their communicative skills, and train specialists who meet the requirements of modern education.