Keyword: «civic identity»

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.

The relevance of the article is determined by the need for purposeful development of a safety culture among young people as a value-based and pedagogical resource for strengthening national sovereignty and ensuring the spiritual, social, and civic stability of the state. The aim of the study is to identify the role of youth safety culture as a pedagogical condition for strengthening national sovereignty. The article emphasizes that developing a value-based attitude towards safety culture among young people develops the foundation of state stability. Safety culture is viewed as an aggregate of knowledge, attitudes, and behavioral patterns ensuring personal and public security. Based on a socio-cultural approach, pedagogical prerequisites have been determined which ensure the progress of cultural safety as an internal resource for state development. The interrelation between the concepts of 'cultural safety' and 'safety culture' has been revealed. A correlation was found between the level of cultural safety development and the readiness of young people to participate in strengthening the country's sovereignty. It is demonstrated how safety culture acts as a pedagogical condition for civic maturity and social resilience. The theoretical significance of this research lies in considering safety culture for the first time as a pedagogical condition for enhancing national sovereignty, contributing to the development of civic maturity and social resilience. In this work, the structure of youth safety culture has been clarified, including cognitive (knowledge about principles of safe behavior and societal risks), axiological (value-based attitude toward safety as a public good), and activity-related components (ability to implement safe behavior in specific situations). Practical relevance consists in applying these findings in educational institutions’ upbringing activities, organization of awareness-raising events, and fostering civil-patriotic values among young people. The results showed that purposeful cultivation of safety culture contributes to transition from formal rule-knowledge to their inner acceptance as personal values and social duty. Students begin perceiving safety not only as individual necessity but also as part of societal sustainability and national responsibility.