STRUCTURAL COMPONENTS OF EDUCATIONAL-COGNITIVE COMPETENCE IN INTERDISCIPLINARY LEARNING ENVIRONMENTS

Objective: This article examines the structural components of educational-cognitive competence (ECC) within interdisciplinary learning environments in higher education. Drawing on a synthesis of cognitive psychology, competence theory, and pedagogical research, the study identifies and analyses three core components of ECC – motivational-cognitive, operational-procedural, and reflexive-evaluative – and explores how interdisciplinary integration reinforces each component. Method: We propose a structural-component model, which is confirmed by theoretical processing and observational conclusions on the basis of Urgench State Pedagogical Institute (Uzbekistan). Results: The data analyses show that interdisciplinary learning environments have a significant effect on students' depth of conceptual understanding, problem-solving flexibility and metacognitive awareness in the large effect size range (Cohen's d > 0.88) for all components measured. Novelty: The article offers a theoretically anchored framework for contemporary higher education curriculum design and instructional methodology.