"COGNITIVE APPROACH TO PEDAGOGICAL TERMINOLOGY: ANALYZING ANTHROPOCENTRISM AND LINGUOCENTRISM"

This article explores the cognitive approach to pedagogical terminology, with a focus on the roles of anthropocentrism and linguocentrism. It discusses the process of term formation and the integration of new pedagogical concepts into various linguistic systems, highlighting the challenges and methodologies involved. The research analyzes the influence of socio-cultural changes, international collaboration, and professional practices on the development of pedagogical terminology. By examining the dynamics of term evolution and the interaction between language and cognition, this study aims to provide insights into the future direction of pedagogical terminology and its alignment with both national and global standards.