HADITH-BASED MORAL UPBRINGING IN UPBRINGING SUBJECT : A COMPETENCY APPROACH

Abstract

This study explores the pedagogical potential of hadiths in the process of teaching moral education (“Upbringing”) within the framework of contemporary spiritual and educational reforms in New Uzbekistan. In the context of globalization and digital transformation, increasing demands are placed on individuals’ moral resilience, critical thinking, and social responsibility. The research aims to provide a theoretical and methodological justification for integrating hadith-based moral-axiological principles into a competency-based educational paradigm. The study employs qualitative methods, including content analysis, comparative analysis, and a competency-based framework to examine the cognitive, affective, and conative dimensions of hadiths. The findings demonstrate that hadiths function as a universal ethical-regulatory system that supports holistic personality development, strengthens ideological immunity, and enhances students’ 21st-century competencies. The study concludes that the systematic integration of hadiths with innovative pedagogical technologies significantly contributes to the formation of morally mature, intellectually capable, and socially responsible individuals.