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University of Journalism and Mass Communications of Uzbekistan, Tashkent, Uzbekistan
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Termez State University, Termez, Uzbekistan
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Tashkent State University of Oriental Studies, Tashkent, Uzbekistan
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Uzbekistan State World Languages University, Tashkent, Uzbekistan
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Professor, Department of Surdopedagogy and Clinical Foundations of Special Education, Nizami National Pedagogical University of Uzbekistan, Tashkent, Uzbekistan
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Associate Professor, Chirchik State Pedagogical University, Chirchik, Uzbekistan
Associate Professor, Department of Social and Humanitarian Disciplines, Nukus Branch of the Uzbekistan State Institute of Arts and Culture, Nukus, Uzbekistan
The growing awareness of emotional competence as a key professional skill for effective teaching stands in stark contrast to the prevailing priorities of cognitive and disciplinary knowledge acquisition in early teacher training programs. The paper explores the neuropedagogical dimensions of emotional competence and outlines didactic practices compatible with the development of this skill among pre-service educators. Based on twenty articles from peer-reviewed sources dated between 2010 and 2026, the conceptual-analytical approach is used to synthesize the findings derived from affective neuroscience, educational neuroscience training research, and emotional intelligence pedagogy. Three converging principles are identified: neural plasticity and affective-social circuitry constitute the neurobiological foundation for change in emotion regulation behaviors through reflective and experiential learning; practicum, narrative, and mindfulness-based training serve as mutually reinforcing methods of instruction; and misconceptions related to brain functioning are widespread among both active and future educators, restricting the effectiveness of neurologically-informed pedagogy. Theoretical constructs relating neuropedagogical fundamentals, pedagogical methods, and five officially recognized emotional competence domains are outlined, in addition to the thematic and chronological synthesis of the literature analyzed. It is found that the best way to ensure emotional competence is achieved through the combination of theories related to affective neuroscience with prolonged supervised training instead of workshop-based learning in educational institutions. Recommendations about teacher education programs with respect to the order of neuroscience theories to be taught, practical tasks for reflection, and training modules focused on regulation are made. Limitations related to the diversity of measurement tools and self-reporting prevalence are addressed. The article suggests that neuropedagogical literacy embedded into didactic training is a necessary but not sufficient condition to foster emotional competence of future teachers.
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