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.

The relevance of the study is determined by the challenges of the modern world, characterized by rapid changes, instability, and ambiguity. In these conditions, the higher education system is tasked with fostering key 21st-century competences in students, among which adaptability and responsibility hold a special place. These qualities enable young people to function effectively in a rapidly changing reality and make informed decisions. Consequently, the potential of history education as a tool for cultivating these qualities requires scholarly understanding. The article aims to provide a theoretical foundation and methodological elaboration of the potential of studying national history as a means of developing adaptability and responsibility in university students. The leading research approaches include: a person-centered approach, ensuring the consideration of students' individual characteristics and creating conditions for personal reflection on history; a competency-based approach, orienting the educational process towards achieving specific social and personal outcomes (adaptability and responsibility); and a civic-oriented approach, which views history as a means of developing civic values, patriotism, and social responsibility. The article elucidates the complementary roles of adaptability and responsibility as meta-skills necessary for successful self-realization and effective functioning in the modern world. Based on the analysis of domestic and international literature, it is demonstrated that history education, moving beyond the mere transmission of facts, serves as a significant pedagogical resource for developing these qualities through the examination of historical alternatives, crises, and behavioral models. Methods for fostering adaptability (analysis of "bifurcation points," role-playing games, simulation of complex decisions) and responsibility (working with personal documents, personalization of history, project-based activities) are identified and described, linking the past with students' personal experience. The new role of the history teacher is defined as that of a moderator and facilitator, creating an educational environment for meaningful choice and reflection. The theoretical significance of the study lies in the systematization and development of scholarly understanding regarding the educational potential of historical knowledge in the context of modern challenges. The theoretical conclusions can be used for the further development of models and concepts for history education. The practical significance consists in presenting specific pedagogical technologies and methodological techniques (projects, case analysis, dialogic forms) that can be directly implemented into the university curriculum for the targeted development of students' adaptability and responsibility, thereby contributing to their personal and civic development.