The study focuses on the development, theoretical and experimental justification of a pedagogical model for fostering students conflictological competence through judo in a general education context. The relevance of the research stems from the increasing conflictogenic nature of the school environment and the lack of constructive interaction strategies among adolescents. During a quasi-experiment conducted in 2022-2023 at two Moscow schools, 148 students in grades 7-8 participated, divided into experimental and control groups (74 each), comparable in baseline characteristics. The model included target, content-procedural, organizational-technological, and evaluation components; in the experimental group, a judo training program was implemented three times a week for 90 minutes, modified as follows: 60% – technical-tactical training, 40% – psychological-pedagogical block (Jigoro Kano principles, mini-lectures on conflictology, group case analyses, reflection). The cognitive, affective, and behavioral components of conflictological competence were measured using validated tools (knowledge questionnaire, empathy by V. V. Boyko, K. Thomas questionnaire); statistical analysis was carried out in SPSS (t-tests, Pearson correlations, ANOVA, p 0.05). At the baseline stage, no differences between groups were found. By the end of the formative stage, the experimental group demonstrated highly significant increases: the cognitive component rose from 4.68 1.15 to 8.24 0.98 (76,07%; p 0.001), the affective component from 5.12 1.34 to 8.91 1.11 (74,02%; p 0.001); no statistically significant changes occurred in the control group. Behavioral strategies in the experimental group shifted toward cooperation and compromise, with their combined proportion increasing from 34,1% to 70.9%, while competition decreased from 31,4% to 10,8%. Strong correlations were identified between the increases in cognitive and behavioral (r = 0.78), and affective and behavioral (r = 0.83) components; group membership explained more than 85% of outcome variability. The results confirmed the hypothesis and the practical effectiveness of the model as an accessible method for harmoniously developing knowledge, self-regulation, and constructive behavior among adolescents in the educational environment. During the same period, the control group followed the standard physical education curriculum (three 45-minute lessons per week) without targeted pedagogical influence, ensuring a valid comparison of model effects. The practical significance lies in the model readiness for implementation in extracurricular and supplementary education settings, as well as its potential to enhance standard physical education programs by incorporating elements that foster self-control, empathy, and cooperation.