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.