Keyword: «value orientations»

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.

This article examines the social and personal significance of volunteerism, as well as its motivation among adolescents. Existing research on similar topics is reviewed to correlate findings and reflect on the results, as well as the historical experience of volunteer and charitable practices. The research methodology utilized interviews with volunteers from among the members of the Council of the First of the Smolensk Region.

This article explores the role of civic-patriotic education in modern schools through the lens of the historical experience of Soviet schools, and in particular, the period of the USSR People's Teacher V.F. Aleshin's tenure as principal. The article allows the reader to see how the daily work of a teacher shapes students' sense of civic responsibility, a sense of patriotism and love for their homeland, and respect for its history. The article examines V.F. Aleshin's specific pedagogical methods and approaches, which remain relevant today. Furthermore, the article pays special attention to the process of developing the foundations of civic maturity and key factors in the personal development of Russian schoolchildren and students in a dynamically changing world.

A family is a complex system in which a child's value orientations are formed, influencing his perception of the world and interaction with others. From an early age, being in the first social cell, the child absorbs norms and attitudes that will later become the basis of his worldview. Family experience, traditions, communication with parents and loved ones determine not only behavior, but also emotional state, forming the desire for achievements, love and understanding.

The relevance of this study stems from the social demand for the spiritual and moral development of the younger generation in the context of dynamic sociocultural changes and the need to find effective pedagogical tools that meet the characteristics of modern teenagers. Early adolescence (12–13 years) is critical, on the one hand, and a sensitive period, on the other, for the active formation of value-meaning sphere and personal self-determination. Initial diagnostics revealed fragmentation and instability of spiritual and moral orientations, polarization in the understanding of ethical categories, and the dominance of pragmatic and egocentric attitudes among adolescents. The article presents the results of a study demonstrating the effectiveness of museum pedagogy as a unique means of developing the spiritual and moral sphere of students. The aim of the study is to identify the psychological and pedagogical conditions that ensure the effective development of spiritual and moral personal characteristics in younger adolescents through museum pedagogy. The methodological foundation comprises the anthropological and axiological approaches. The study utilized a combination of theoretical and empirical methods. To assess the reliability of the changes, Student's t-test for dependent samples was used. The empirical base: 7th-grade students (N = 60). A comprehensive psychological and pedagogical program «A Museum in My Soul» was developed and tested. It implements the identified conditions through the integration of the museum environment, psychological methods, and musical influence. The results of the control stage showed statistically significant positive changes: deeper understanding of moral concepts (p < 0.01), reorientation of the value hierarchy towards altruistic and self-actualizing values (p < 0.01), and an increase in the proportion of students with a stable humanistic orientation. The novelty lies in identifying the characteristics of developing spiritual and moral qualities in adolescents under the influence of museum pedagogy. The theoretical significance of the study lies in substantiation of the psychological and pedagogical conditions for the development of spiritual and moral characteristics through mechanisms of emotional and value immersion, dialogue, and reflective and creative activity in the museum space. Its practical significance is determined by the effectiveness of the tested «Museum in My Soul» program, the adapted diagnostic methodology, and the readiness of the materials for implementation in the educational process.