<![CDATA[The development of the socio-cultural environment in general secondary schools has become a priority of contemporary educational policy because of its influence on students' socialization, value formation, civic responsibility, and social competence. This study aimed to substantiate the theoretical and methodological foundations of pedagogical mechanisms for developing the socio-cultural environment and to evaluate their effectiveness through pedagogical experimentation. A mixed-methods research design was employed involving 800 participants (160 teachers and 640 students) from eight general secondary schools in Fergana Region, Khorezm Region, and Tashkent City. Data were collected through questionnaires, interviews, classroom observations, document analysis, expert assessment, and pedagogical experiments. Pearson's chi-square test was used to determine statistical significance. The findings demonstrated that the effectiveness of the socio-cultural environment depends on the integration of five interconnected components: value-oriented, subject-oriented, activity-based, environmental, and management. Following the implementation of the proposed pedagogical mechanisms, the overall level of socio-cultural environment development increased from 59.4% to 83.6%, with statistically significant differences across all indicators (p < .001). The study developed a conceptual model and implementation algorithm that can be applied in general secondary schools to strengthen socio-cultural environments, improve educational quality, and support evidence-based educational management.]]>
