Aspects of Developing Family Values Among Future Teachers

This article examines the theoretical foundations and policy context of developing familistic competence among future teachers in Uzbekistan. Drawing on an interdisciplinary approach, it explores the role of cultural and religious traditions, social transformations, and educational practices in shaping family values. Particular attention is paid to state measures supporting the institution of the family and the educational implications of the expansion of higher education. Familistic competence is conceptualized as an integrated combination of theoretical knowledge, practical skills, professional readiness, and commitment to continuous self-development that enables teachers to prepare young people for family life. The article outlines an educational module that (CC integrates objectives, content, teaching methods, stages of preparation, and BY) license expected outcomes. It argues that targeted pedagogical conditions and continuing professional development can support teachers’ readiness to promote family values among students. Recommendations focus on incorporating family-related topics into teacher education and strengthening the methodological foundations of preparation for family life.