Civic Competence Research Articles

PROFESSIONAL DEVELOPMENT OF HISTORY AND CIVIC EDUCATION TEACHERS IN UKRAINE: PROBLEMS AND PROSPECTS

The article examines the development of civic competence of history and civic education teachers in the system of in-service training as a necessary condition for the development of civil society in Ukraine. The purpose of the study is to analyze the system of in-service training of history and civic education teachers in postgraduate education and their perception of their professional development process, as well as to reveal the main aspects of motivation to improve their skills and develop the civic competence of history and civic education teachers. It is shown that anthropologism as a scientific concept that considers the individual as a subject of educational activity and social relations, recognizes a person as a complex system that develops itself according to internal and external laws, is of methodological importance for in-service training in the system of postgraduate education. In the course of the study, the methods of observation, oral communication and analysis were used. The problems and difficulties of cross-cutting civic education in the educational process and the subject area of each of the subjects taught in general secondary education institutions are shown. The study has shown that the vast majority of history and civic education teachers are eager to acquire new knowledge, are well aware that professional development can contribute to profound changes in teaching if it is based on classroom practice, is continuous and is carried out in collaboration with other teachers. The vast majority of teachers understand that when they learn and develop their own competencies, they transform their knowledge into practice for the benefit of their students’ development.

Augmented Reality for Civic Education within Makerspace Museums

This study explores the integration of Augmented Reality in civic education within Maker Space Museums. We devised a methodology using feedback from students at the University of la Costa, Villavicencio, Colombia, and applied legal design techniques for data analysis. The proposed Augmented Reality application aims to enhance civic competency by fostering multiperspectivism. It provides an interactive, digitally enriched learning environment, helping students explore diverse perspectives on complex issues. Our approach includes a prototype tailored to students’ needs, offering an innovative educational tool that bridges gaps between conflicting viewpoints and potential solutions, promoting informed, comprehensive civic understanding.

Professional sustainability of volunteers in context ecological approach under the conditions of war

The article reveals the peculiarities of volunteering, which contributes to the development of the employee's professionalism, and also contributes to the development of such values as tolerance, tolerance, an active life position, and responsibility. The purpose of the article is to characterize the volunteering of employees in the context of professional growth. Involvement of volunteers in various activities and programs changes their value priorities, in both directions, from the values of personal life (love, happy family life, productive life) to the value of self-realization and moral responsibility (interesting work, material status, honesty, tolerance, etc.). Among the empirical methods of research, the following were used: V. Boyk's "Diagnostics of the level of emotional burnout", M. Rokych's "Value orientations" method and O. Kokun's "Professional sustainability" method. According to the above-mentioned methods, the following components of the professional sustainability of volunteers are highlighted: emotional, motivational, social and professional components. Emotional exhaustion of volunteers is caused by psychosomatic and psychovegetative disorders, which is characterized by psychophysical fatigue of a person, desolation, leveling of one's own professional achievements, communication breakdown, development of cynical attitude towards the victims and development of psychosomatic disorders. In the majority of all subjects, personal detachment (depersonalization) is observed when performing professional duties and activities in general. Conclusions. Personal qualities that need to be developed and improved play an important role in this process. One of the important factors is the formation and development of civic competence of volunteers. thus, participation in volunteer activities allows for the development of a valuable component of civic competence, which is realized through the manifestation of the civic values of an individual.

CIVIL COMPETENCE OF A TEACHER IN THE LIGHT OF THE REFORM OF THE PRESCHOOL EDUCATION SYSTEM

The article is devoted to determining the role and place of civic competence of a preschool teacher in the general system of teacher formation in the light of reforming the preschool education system. It was established that the basis of the new educational policy of the Ministry of Education and Science of Ukraine is the prioritization of preschool education as the foundation of an integral system of continuous education. Attention is focused on the fact that, aware of Ukraine's desire to establish itself on the world stage as a European democratic state, educators should understand the direction of internal transformations, in particular in the national education system: the New Ukrainian School is designed to educate a new generation of citizens who have civic values who make responsible decisions and have a sense of responsibility for the fate of Ukraine. The article analyzes the current legislative and regulatory framework for preschool education in the context of civic education, formulates a number of requirements and sets of tasks for the formation of civic competence of the teacher of the New Ukrainian School. It was established that the key industry document in the reform of preschool education, which brings it to a qualitatively new level, in the position of international standards of the quality of education, was the update of the state standard of preschool education (Basic component of preschool education); in particular, the basic principles of its implementation are identical to the principles of a democratic society, including: democracy, the direction of the educational process towards sustainable development and European integration processes in Ukraine, public administration, social partnership, etc. In the course of the study, it was proved that the challenges associated with the formation of a conscious citizen who professes democratic values, with a high sense of self-worth, an active civic position and responsibility, can be solved exclusively by a pedagogical community with a high level of citizenship, and formed civic competences of a teacher is a tool for expanding the opportunities for the development of his personality in the educational field, his promotion in social activities, the possibility of influencing social and state-level processes.

Social and civic competence: An approach to school reality

Social and civic competence: An approach to school reality

Investigating Teachers’ Opinions On the Competences In Curriculum

The aim of this study is to investigate the opinions of secondary school teachers about the acquisition of eight key competences in the curriculum. In accordance with this aim, it was analyzed whether there was a significant difference between the opinions of teachers in terms of gender, seniority, educational level and subject variables. The descriptive survey method, one of the quantitative research designs, was used in the research. The sample, consisted of 444 secondary school teachers lectured at the official secondary schools in the 2021-2022 academic year, was selected by convenient sampling method. The five-point Likert-type scale based on competences developed by the researchers was used as the data collection tool. The data obtained were analyzed with descriptive statistics, t-test, One-Way ANOVA and Post Hoc tests by SPSS 21.0 package program. Findings showed that there was no statistically significant difference between the teachers' opinions in terms of seniority and educational level. On the other hand, there was a significant difference about “social and civic competences” related to gender variable in favor of males. Also a significant difference in terms of subject variable was found between the teachers’ opinions about “communication in foreign languages” competence. Based on these results, implications were listed to the stakeholders of education and researchers.

ENGAGING STRATEGIES IN CLASSES, COMMUNITIES, AND RESEARCH

Abstract Educators can use community engaged learning (CEL), also known as service learning, to empower all ages, bridging both college students and older adults needs. With the wrong approach, service just attached to a course may reinforce negative stereotypes. To assure best practice, educators benefit from CEL competencies to promote positive learning and avoid reinforcing ageism. Competencies, based on a community-engaged taxonomy, include: Reciprocal partnerships, Diversity of interactions and dialogue,​ Community activities, Civic competencies, Critical reflection, and Assessment (Rathlef, 2022; Kecskes, 2015). A complete explanation of each competency will be explained and illustrated. Using the competencies as a framework, two specific programs with college students and older adults were evaluated using both formative and summative measures. One program, a virtual intergenerational interaction, lasted seven weeks. The second program, an in-person program at the University’s equestrian and nature center, spanned five weeks. Pre and post comparisons of civic learning outcomes using CLEO, written reflections, focus group discussion, and partner perspectives were analyzed. Older adults reported some improvement in social interaction and companionship with some expansion in social networks. Students significantly improved civic knowledge outcomes. The students’ written reflections revealed a self-reported change in attitude toward older adults. Students also expressed a shift in their perceptions of future work in a health setting with older adults. Community-engaged learning can empower all ages, but an educator’s attention to the competencies supporting best practice can make a significant difference to the outcome of these efforts.

Development of NUS key competencies through game activities in primary school

Game activity as one of the effective teaching methods plays an important role in the formation of key competencies of primary school students. The article identifies and systematizes the peculiarities of the development of key competencies of primary school students through the use of game activities in physical education lessons. The competence-based approach to the implementation of the key reform of schooling «New Ukrainian School» through the formation of key competencies is indicated: communication in the state language; communication in foreign languages; mathematical competence; basic competencies in natural sciences and technologies; information and digital competence; lifelong learning skills; initiative and entrepreneurship; social and civic competence; cultural awareness and expression; environmental literacy and healthy lifestyle. Different approaches to the formation of key competencies of junior schoolchildren in physical education lessons through game activities are revealed. The game competence is characterized as the ability of a child to understand, create and participate in various games, which includes physical activity, joint interaction with peers, development of strategic and tactical thinking during the game, as well as the ability to follow the rules of the game and sports ethics. Further elaboration of the problem of developing students' key competencies through game activities is emphasized.

PROBLEMS OF CIVIL COMPETENCE OF RUSSIAN SCHOOLCHILDREN: DEVELOPMENT OF A THEORETICAL MODEL

The article is devoted to exploring the process of political socialization of the Russian schoolchildren, within the framework of which his civic competence is formed. Civic competence includes such components as socio-political knowledge, social activity, willingness to take responsibility and patriotism. In the empirical part of this work, a cluster analysis was carried out on the data obtained during face-to-face survey (N=2610). Schoolchildren were divided into 3 clusters: “pessimistic excellent students”, “paternalistic good students” and “activist poor students”. More detailed characteristics of the clusters were identified on data obtained during interviews with survey participants (N=256). The analysis showed there are no single approach to raising the level of civic competence of pupils. “Pessimistic excellent students” need educational technologies that would increase the involvement of these children in events of social significance. “Paternalistic good students” need to increase their level of responsibility, and “activist poor students” need to systematize basic knowledge about the socio-political reality of Russia.

Dampak Gadget Terhadap Perkembangan Fungsi Sosial Remaja Di Pertanian IV Lebak Bulus Jakarta Selatan

Teenagers whose daily lives are altered by excessive gadget use may face a variety of health and social issues as a result of their overindulgence in technology. The purpose of this study is to ascertain how teenage social function development is impacted by gadget use. This study employs descriptive approaches in a qualitative manner. Data were gathered by documenting, interviewing, and observation. Purposive sampling is the method used in this study to select informants. Additionally, this study triangulates its data in order to verify the information derived from the field findings.The study's findings show what adolescents go through in terms of social functions, including developing new, more mature relationships with both male and female peers, achieving male and female social roles, accepting and making use of their physical condition, seeking emotional independence from parents and other adults, achieving guaranteed economic freedom, making career and family-planning decisions, and developing intellectual concepts and skills that are critical for civic competence. Additionally, informants reported negative effects, such as excessive use of gadgets that waste money on everyday necessities and negatively impact teenage behavior.

Key factors of using Crowd-technologies in the activities of Ukrainian local self-government bodies

The purpose of the article is to provide a conceptual justification of the fac-tors, conditions, and limitations regarding the implementation of crowd technolo-gies in the activities of local self-government bodies. It has been established that crowd technologies in local self-government are social technologies that involve the engagement of «informal public» in the govern-ance process through a public offer made by local self-government bodies. These technologies utilize the intellectual potential of online communities to address so-cially significant issues without entering into an employment contract. It is defined that crowd technologies in local self-government are also specif-ic public-private management technologies that introduce civil relations into bu-reaucratic practices. In this regard, it is important to distinguish various types of these technologies, including crowd-sourcing, crowd-funding, crowd-recruiting, crowd-creation, and so on. The utilization of these and other types of crowd tech-nologies in local self-government allows for addressing important tasks for territo-rial communities, such as involving the population in decision-making processes, mobilizing citizen funds for voluntary development of crowd projects through in-formation technologies, searching for talented professionals within the community, and facilitating the creation of new crowd projects by the «informal public». It has been proven that the implementation of crowd technologies as mani-festations of public-private management requires a set of necessary conditions for their integration into the practices of local self-government. These conditions in-clude: Regulatory and legal support for crowd technological activities. Generalization of experience (positive or negative) with crowd tech-nologies. Accurate identification of crowd technology objects. Institutionalization of a public actor interested in crowd technologies. Formation of civic competencies among the population as individual qualities socialized under the influence of civil society. Ensuring informational accessibility of decision-making practices by local self-government bodies and administrative services provided by them, as well as by communal institutions and enterprises. Demonstration of loyalty by local authorities towards organizing work according to the crowd technology model and the willingness of their leaders and officials to collaborate with the public. Development of integrated software products for local self-government bodies based on the principles of open-source software. It is argued that the structure of crowd potential in a territorial community is formed by two main components: the capacity and readiness of the population and local self-government bodies to participate in crowd technologies. Capacity in-cludes awareness of the organization of governance and knowledge of crowd tech-nologies, which is reflected in the societal and governmental understanding of the possibilities for implementing crowd projects at the community level. Readiness consists of the interest in voluntary participation in addressing social issues, the societal values of the population and local self-government bodies, and their moti-vational reasons for participating in crowd projects.

Exploring citizenship competencies in Pancasila subjects through local wisdom in the Merdeka curriculum

Teachers are at the forefront of building students' competencies for junior high school education, especially local wisdom-based civic competence, but during the implementation of the independent curriculum, the competencies mastered by students are still not optimal. This study aims to ascertain the level of local wisdom-based civic competence that students possess, the challenges that Pancasila subjects present to students in developing local wisdom-based civic competence, and potential solutions for fostering local wisdom-based civic competence in the era of independent curricula. This research was conducted at SMP Negeri 1 Pacitan, and the research subjects were students. This research uses a qualitative approach and a descriptive research method because it tries to describe the competencies mastered by students, the obstacles to building them, and solutions to these obstacles, especially those related to local wisdom-based civic competence in the era of an independent curriculum. Data collection techniques are interviews, observation, and documentation, and the data analysis used is interactive data analysis. Students have not been able to master civic competence optimally because they have not been able to implement civic disposition optimally and master civic disposition and civic skills more. This can happen because there are several obstacles, namely less than optimal teacher competence, unsupportive facilities and infrastructure, teachers being often late in starting lessons, poor student ethics towards teachers, and still teachers who cannot utilize digital-based learning media. The solution that needs to be done is for the government to make a policy to provide education and training to teachers related to understanding and implementing the Merdeka curriculum. This needs to be done so that each teacher can improve his competence so that his role in the learning process can increase civic competence based on local wisdom in students.

TO THE PROBLEM OF QUALITY MANAGEMENT OF SOCIO-CULTURAL AND EDUCATIONAL STRUCTURES DURING THE PERIOD OF MARTIAL STATUS

In the article, in line with the task of training specialists in the management of social groups, communities and society in general, an analysis of the problem of quality management of socio-cultural and educational structures during the wartime period was carried out, in particular, the aspect of social responsibility of managers for the results of their own activities was sharpened.
 Taking into account the Recommendations of the European Parliament and the Council of Europe, the list of competencies of managers of socio-cultural and educational structures is outlined; cultural, social and civic competence is defined as the basis of effective interaction of managers with different age groups of people in the process of professional activity. The main task of specialists of this group is the creation of long-term relations between social communities and society in the conditions of martial law in Ukraine, based on their readiness to quickly search for non-standard models of organizing the social, cultural and educational environment and innovative humanitarian and pedagogical technologies.
 In line with the requirements for managers of socio-cultural and educational institutions, the signs of management of the 21st century are highlighted (values, norms, traditions, corporate style, image, organizational culture, corporate team spirit); the requirements for specialists were systematized and the best examples of the world experience of implementing sociocultural and educational projects were clarified (the Anglo-American model of management – the diversity and self-sufficiency of sociocultural complexes, well-known initiatives of charitable foundations, volunteer practice; the European model – types of training and internships in the best sociocultural and educational institutions, multicultural education of managers, etc.).
 A conclusion was made regarding the growth of social responsibility of managers of socio-cultural and educational structures during the wartime period in Ukraine.

Компетентностният подход в класната стая на XXI век – междудисциплинарно учене

The aim of the article is to present one of the best learning and teaching practices for utilising the competency-based learning approach in uppersecondary education through interdisciplinary learning and teaching. Based on the curricula for the 11th grade in academic profiles Bulgarian Language and Literature and English Language and Literature, and the curriculum for general education in Civic Education, as well as on The European Reference Framework for Key Competences for Lifelong Learning and Reference Framework of Competences for Democratic Culture (RFCDC) a series of lessons in the abovementioned subjects is carried out at “Thomas Jefferson” English Language School, Sofia, on the topic of “Shared Values. Human Dignity”. The final lesson is conducted simultaneously in Bulgarian and English by four teachers with four groups of students from different academic profiles integrating new technologies in the learning and teaching process – a shared virtual Google Classroom. The teachers’ goal is to develop students’ civic competencies as well as their cultural awareness and expression competencies based on their acquired multilingual competencies.

The Impact of Service-Learning on the Prosocial and Professional Competencies in Undergraduate Physical Education Students and Its Effect on Fitness in Recipients.

Education is a key component of the student's transformation towards the creation of a more sustainable future. Among the methodological adaptations in teaching-learning processes, Service-Learning (SL) stands out as a meaningful academic experience to respond to social needs by developing committed citizens to transform society. The aim of the present study was to analyze the impact of this SL program on prosocial competence and satisfaction levels in university students, enhance physical fitness and analyze the reflections of the recipients. Moreover, the reflections on SL of the students and the migrants were analyzed. A mixed-methods design was performed. Forty-five students of Physical Activity and Sport Sciences provided a service to a migrant group that consisted of physical fitness training. The instruments implemented were the Prosocial and Civic Competence, the Impact of Service-Learning During Initial Training of Physical Activity and Sports and the reflective diary. The recipients participated in a physical fitness assessment and in a group discussion. The results show that SL in PAH contributes to pedagogical, communication, wellbeing and intercultural competences and also improves their prosocial and civic attitudes. Moreover, the recipients could enhance their physical fitness and their social interaction.

Analysis of Variations and Influencing Factors in Student Civic Competencies

Analysis of Variations and Influencing Factors in Student Civic Competencies

Psychological Analysis of Games Citizens Play

Aim. The research aim is to present the most common games citizens play, a description of the main game theses and roles, psychological gains and rewards, paradigms of relations between the citizen and the state, which determine the emergence of the game, as well as opportunities to quit the game. Methods. To achieve the goal, a system of general scientific methods was used: analysis and generalisation of the main provisions of source studies regarding citizenship and the social role of the citizen, systematisation and generalisation of scientific provisions about games, as well as methodological provisions of Berne's transactional analysis. Results. 43% of Ukrainian citizens engage in "game" interaction with the state. The most common games citizens play are: "Persecution" ("The state oppresses me"), "Offended" ("If it wasn’t for this state…"), "Parasite" ("The state owes me and should keep me"), "Patriot" ("Only I love Ukraine, all others are traitors"), "Exemplary citizen" ("I perform my civic duties better than anyone"). Conclusions. Implementation of the role of a Citizen can lead to both constructive relations with the state and surrogate relations, which lead to various psychological games-manipulations. The developed system of psychological consulting practices for the prevention of civic identity "game" deformations can be used in the process of psychological support of civic identity formation in the development of complex training, and corrective activities, as well as in the educational process when creating programs of civic education and the development of civic competencies.

Professional Sustainability of Personality: Analysis of Volunteering Activity in Modern Conditions

Volunteer work is difficult to characterize as easy, as it requires people to take a lot of responsibility, energy costs, emotional inclusion and the ability to quickly adapt in situations of increased complexity. There is a growing need to study the characteristics of volunteers’ sustainability. The aim of the article. The purpose of the article is to envisage volunteer activity in Ukraine as a manifestation of social activity of citizens in the context of determining the relationship between sustainability, value orientations and emotional burnout in volunteers as individual mental structures. Research methods. The psychodiagnostic toolkit consisted of the following techniques: the method of diagnosing the level of emotional “burnout” according to V. Boiko for studying the components of “emotional burnout” (tension, resistance, exhaustion), O. Kokun’s questionnaire “Professional vitality” in the context of revealing the components of vitality (control, inclusion, acceptance of a challenge (control, commitment, challenge)) and M. Rokych’s questionnaire “Value orientations” to outline the rank list of volunteers’ values. The results of the research. Involvement of volunteers in various events and programs changes their value priorities from the values of personal life (love, happy family life, productive life) to the values of self-realization and moral responsibility (interesting work, material status, honesty, tolerance, etc.). One of the important factors is the formation and development of civic competence. Conlusions. According to the results of the research, it was determined that participation in volunteer activities contributes to the development of the professionalism of the future social worker, such values as tolerance, patience, an active lifestyle, responsibility. Personal qualities that need to be developed and improved play an important role in this process. Волонтерську роботу складно охарактеризувати як легку, оскільки вона вимагає від людей великої відповідальності, енергетичних витрат, емоційної включеності та здатності швидко адаптуватися до ситуацій підвищеної складності. Зростає потреба у вивченні характеристик стійкості волонтерів.

Educating for Participatory Citizenship in the Social Sciences Classroom: A Practical Experience

Within the competences developed in the social sciences classroom in secondary education, one of the most influential in shaping society is social and civic competence. In this context, educating for citizen participation and democracy is one of the main tasks in this stage since it lays the foundations for personal development, and it is the last stage in which competencies are developed globally. This exploratory type of research carries out a qualitative analysis of the results of a didactic intervention whose purpose is this task. It was carried out with a sample of 143 students, chosen by convenience procedure, not probabilistic, under the necessary conditions to participate in the intervention during the 2020/2021 and 2021/2022 academic years. Its objective is to analyze the training of secondary education students in Spain from the areas of social sciences and philosophy for democratic participation in society. The analysis methodology was qualitative and was carried out with the help of WEBQDA software. The results show an evolution in the knowledge about the concepts of "democracy" and "participation" and the disposition for citizen participation in the students included in the sample.

The role of parents, schools, and social media use in influencing civic engagements of school adolescents in government schools in Addis Ababa

The study examined how parents, schools, and social media use influenced civic engagements of school adolescents. It also assessed the mediation role of sense of community and perceived civic competence. Participants were 960 school adolescents (mean age = 17.7, range: 15-19 years; 53.5% females) who were selected using multistage sampling technique. The study employed a correlational design, conducted confirmatory factor analysis, and used structural equation modeling to investigate the direct and indirect (mediated) effects of parental civic socialization, school civic experiences and social media, and independent and combined contributions of predictors on civic engagement. Results have shown that parental civic socialization influenced more on perceived civic competence than sense of community connectedness. School civic experience had a direct influence both on students’ sense of community connectedness and perceived civic competence. The influence of social media use on sense of community and perceived civic competence was not significant. All variables, except school civic experience predicted civic engagement. Parental civic socialization and school civic experience showed statistically significant indirect (mediated) effects on civic engagement, through sense of community and perceived civic competence. Social media use influenced civic engagement directly; however, the mediated effect of sense of community connectedness and perceived civic competence was not statistically significant. Conclusions and recommendations in light of the implications of findings for educational practice and parenting are drawn.