DIDACTIC OPPORTUNITIES OF TEACHING THE SUBJECT OF UPBRINGING BASED ON A COMPETENCY-BASED APPROACH

General Background: The education system serves not only to impart knowledge but also to foster personal development and social responsibility among students. The balance between educational, upbringing, and developmental functions is crucial for a well-rounded learning experience. Specific Background: Teachers play a key role in integrating these functions into the curriculum, ensuring that students acquire essential life skills alongside academic knowledge. Knowledge Gap: While the importance of these functions is widely acknowledged, there is a lack of research on how effectively teachers are prepared to conduct upbringing lessons and the specific competencies students should develop. Aims: This study aims to analyze the interconnection between educational, upbringing, and developmental functions in the education system, assess teachers' readiness for conducting upbringing lessons, and identify the skills students need to acquire through these lessons. Results: The findings indicate that successful integration of upbringing functions depends on teacher preparedness, methodological approaches, and institutional support. The study also highlights essential skills such as critical thinking, emotional intelligence, and ethical decision-making that should be nurtured in students. Novelty: This research provides insights into how educational institutions can optimize their teaching strategies to create a more holistic learning environment. Implications: The results suggest the need for enhanced teacher training programs, curriculum development strategies, and policy initiatives to reinforce the upbringing function in education.