METHODOLOGY FOR DESIGNING COMPETENCY-BASED INSTRUCTIONAL MODELS IN TEACHING PHILOSOPHY IN HIGHER EDUCATION

This article explores the theoretical, methodological and applied foundations of constructing competency-oriented instructional models in the teaching of Philosophy within higher education systems. In the context of rapidly digitalizing pedagogical environments and the increasing demand for philosophically grounded critical, ethical, and reflexive competencies, the study conceptualizes an integrated framework that unifies epistemological, hermeneutical, constructivist, and outcome-based education paradigms. The research argues that competency-based models are not merely didactic innovations but represent a transformative re-engineering of philosophical education aimed at cultivating higher-order cognitive operations, value-laden judgments, dialogical reasoning, and meta-reflective capabilities. By synthesizing international scholarly perspectives and analyzing the structural logic of competency formation, the article proposes a model in which philosophical content, pedagogical technology, and learner-centered epistemic practices converge into a systemic mechanism for producing sustainable educational outcomes.