Keyword: «civic education»

Civic education has become increasingly important, since the future of the country, its prosperity and development completely depend on the values of the younger generation, their views and beliefs. In the current situation, extremist ideology appears to be a serious threat to the formation and development of civil society. Today, education is recognized as one of the main social institutions that can create all conditions for preventing the spread of extremism and terrorism, as well as strengthening efforts to peacefully resolve any conflicts. The purpose of the article is to describe a model of civic education for different levels students on an interdisciplinary basis within the framework of the discipline "Foreign Language" (the case of extremism prevention) and analyze the results obtained. While studying a foreign language, students have a great opportunity to study and discuss various topics, including the prevention of the spread of terrorism and extremist ideology as one of the current global issues. Testing the model of civic education for students in the framework of the discipline "Foreign language" with the aim of preventing the spread of ideas of extremism and terrorism in groups of bachelors, graduate and postgraduate students allowed to achieve significant results. The level of students’ awareness about the spread of extremism in the territory of the Russian Federation, its social danger, the causes of dissemination and the need to counteract this phenomenon has been increased. The foundations of anti-extremist consciousness among students have been formed, resistance to any manifestations of extremist ideology has been increased due to the formation of acute rejection of extremist activities within the framework of experimental training, the foundations of civic literacy have been laid. The theoretical significance of the study lies in the analysis of priority areas in education to prevent the spread of extremist ideology among young people. The authors come to the practical conclusion that the formation of an anti-extremist personal position of students in the process of carrying out preventive measures against extremist ideology spreading among young people is effectively achieved by means of foreign languages when teaching the Humanities majors. Such experience can be recommended for distribution in the educational process among students of engineering and natural science specialties.

The article discusses the main ways of forming patriotism and citizenship of young people, which can be through various institutions and practices, as well as the importance of using an activity approach to achieve these goals.

The relevance of the study is conditioned by the profound transformation of the socio-pedagogical landscape in the digital reality, which brings to the fore the task of purposeful development of a holistic civic identity among young people. This issue is of particular importance in the context of training student teachers, who must not only have their civic position themselves but also be competent in fostering it in the next generations. The aim of the article is to theoretically substantiate and empirically test the effectiveness of short feature films as a tool of media education in developing the structural components of civic identity (cognitive, value-motivational, and activity-based) among students of pedagogical field. The leading approaches to the research problem were the systemic, axiological, and semiotic-hermeneutic approaches, which allowed considering the process of identity development as a holistic phenomenon and making an in-depth analysis of cinematic narratives. The methods used included theoretical analysis, comparative analysis, pedagogical experiment, qualitative content analysis, and the expert evaluation methods. The main result of the study was the development and testing of a systematic approach to the use of film products, structured according to three thematic areas: «Family, School and Society», «Patriotism and Historical Memory», and «Legal Literacy and Social Maturity». A detailed pedagogical analysis was conducted for each film, revealing its didactic potential for influencing specific components of identity. The theoretical significance of the work lies in the development of the methodology of media pedagogy through the justification and implementation of film education as an effective resource for the development of civic identity. The practical value shows itself in the conclusions and methodological recommendations contained in the article which can be directly used in the educational and upbringing processes of pedagogical universities, in the system of advanced professional development for teachers, as well as in the development of academic courses and programs aimed at civic and patriotic education of youth, including that in the new regions of the Russian Federation.