Трансформация гражданственности студенчества в «переломное время» (на материалах фокус-групп и эссе студентов вузов Ростовской области в 2022 и 2024 гг.)

Currently, issues related to the study of civic identity, the all-Russian civic identity are being updated. However, at the same time, civic identity and the all-Russian civic identity are insufficiently developed areas of scientific knowledge. Under civic identity, the authors consider the conscious attitude of a person to a certain community, which is formed in the process of his/her life activity in a certain historical, socio-cultural space. Civic identity is the basis for the formation of human behavior models as a subject of the historical process, in which civic consciousness becomes decisive. Identity is considered as a social phenomenon (ontological approach); as a value that determines the relationship between consciousness and objective reality and determines the actions of a person in a historical setting, giving her guidelines for action (axiological approach). The research uses such methods as conceptual synthesis, inductive generalization, construction, system-structural analysis and expert survey in the form of interviews. In order to identify the role of Buddhism in the formation of civic identity, we carried out the study determining that Buddhist religious institutions of the Trans-Baikal Territory have a direct impact on the formation of Russian identity. The results of the study confirmed that Buddhism acts as a moral guideline for citizens, because in this teaching the main principles and rules of morality are formulated, without these principles it is not possible for peoples to exist, organize their social and daily life. The article defines the importance of Buddhist institutions in the formation and support of civic identity, which comes from the content of Buddhism itself, its postulates and doctrines.

Introduction. The importance of exploring the specificity of shaping the historical memory among young people is due to the fact that it is this age that is crucial in the formation of worldview attitudes and civic identity. In modern geopolitical conditions, when the falsification of historical events of Russia's past takes place, the analysis of the factors of studentsʼ involvement in the space of historical practices and narratives that influence the formation of their historical memory is especially important. The aim of the article is to measure the level of students' involvement in the space of historical practices and narratives on the basis of quantitative and qualitative sociological research data; to identify the factors influencing the historical memory of student youth in the Republic of Mordovia. Materials and Methods. The empirical basis of the study constituted the findings derived from 20 semi-structured interviews with young people between 18 and 25 years old, as well as the results of an online survey held among university and secondary educational institutions learners in the Republic of Mordovia (n = 700). Multistage composite sampling. Results. Based on cluster analysis, three groups of student youth were identified according to the level of involvement in the space of historical practices and narratives. The relationship between belonging to a specific cluster and socio-demographic factors is presented: gender, level of education and place of residence turned out to be significant. Among the factors influencing the level of involvement in historical practices and narratives are cognitive interest in history, family memories, and active use of media. It has been established that the significance of these factors in shaping the historical memory of young people may vary. The most significant factors are historical education (at secondary school, vocational education institution, university), the role of teacher as a mediator of historical knowledge, as well as the continuity and depth of family memory. Discussion and Conclusion. The results of the study determine the factors of student youth involvement in the space of historical practices and narratives and supplement the sociological understanding of the processes of constructing the historical memory. The materials of the article may be of interest to specialists engaged in patriotic education, historical education of youth, practitioners involved in the development of youth policy.

The article examines data from sociological surveys of young residents in the Arkhangelsk agglomeration (Pomorye, territory of the Arctic zone of Russia). Particular emphasis is made on indicators characterizing the state of historical memory and assessments in relation to the historical education of persons aged 18–25. The materials are presented in the context of the fundamental provisions of the Russian nation-building policy of the early 2020s and in their connection with modern concepts of patriotism and civic identity. The data is also compared with nationwide surveys on similar topics during the same period. In general, the trend towards strengthening the all-Russian civic identity of young people is confirmed, parallel to the trend towards a decrease in «regional» patriotism. However, there is no unity among young people in understanding the very concept of a civil nation and the foundations of its formation. It is also confirmed that the identified trend is one of the foundations of the problematic state of basic historical education of young people, and especially acute in terms of knowledge of regional history. At the same time, the youth of the region are, on the one hand, the bearer of a potentially high interest in the history of the country and region, and on the other hand, they realize it at the basic level of historical memory, i.e. at the level of family history. The results of the study indicate that young people will objectively demand a more active use of such tools for stimulating, supporting and satisfying interest in history, such as museum projects and cinema. These industries, along with historical education at school, are considered as the main tools for the formation of emotionally charged historical memory as the basis for a developed civic identity and «active patriotism» among the generation that in the next decade will form the basis of the political, economic, scientific and cultural elite of the Russian Federation.

The relevance of the study is due to the need for scientific understanding of the mechanisms for the formation of civic identity of young people. Civic activity is a resource for the formation of civil society, the result of a formed conscious civic position of a person who feels a sense of involvement in the life of his society and society as a whole, awareness of himself as a citizen responsible for the fate of his homeland. Research hypothesis: the formation of a persistent active civic position among student youth occurs in the process of its involvement in socially useful activities, in particular, the volunteer movement organized in the educational environment, thanks to which the young man gets the opportunity to realize his own significance and the need for his activities. As numerous studies show, an indicator of the formation of patriotic consciousness among student youth is its prosocial activity, expressed in activities aimed at fulfilling the needs of society, improving the living conditions of the population, increasing the comfort of public life, which is volunteering or volunteer participation. Thus, the purpose of the article is to identify mechanisms that determine the motivated participation of young people in volunteer activities, which in turn contribute to the formation of their civic identity and patriotic beliefs. The study solved the following tasks: to study the qualitative and quantitative characteristics of volunteering activities of students; identify the characteristics of the young generation participating in socially useful activities and the conditions that determine the intentions of young people to take part in volunteer activities, determine the degree of civil consciousness of student youth. The conclusions presented in the article are based on the results of a sociological study conducted among students of the Sholom Aleichem PSU in Birobidzhan in April-June 2025. The survey was conducted by online survey method in YandexForms. The study presented by the authors meets the practical demand of society to determine the factors that create the conditions for the motivated participation of students in volunteering, developing their prosocial activity and civic consciousness.

This article explores statelessness as a multidimensional problem that directly impacts access to education and civic identity, particularly in Asia and Europe. Around 10 million people worldwide are stateless, deprived of basic rights such as education, health and employment due to the absence of legal documents. In Malaysia, thousands of children from migrant communities and ethnic minorities such as the Rohingya and Filipinos in Sabah lack access to national schools and public services due to their legal status. Meanwhile, in Europe, historical legacies such as the breakup of the Soviet Union and structural discrimination mean that many children from groups such as the Roma are born stateless and excluded from the education system. This article highlights that formal policies, such as "Zero Reject", are not enough without political alignment and effective identification mechanisms. Through human rights-based approaches and cross-sectoral cooperation, the elimination of statelessness should be a priority agenda in global citizenship and education policies. This will not only guarantee individual rights, but also build the foundations of an inclusive, just and civilised society.

Introduction. The article examines the problem of productive cooperation between family and school aimed at the development of civic identity and patriotism in Kumandin adolescents as representatives of indigenous small-numbered people, taking into account their ethno-cultural characteristics. The purpose of this article is to identify the conditions enhancing productive cooperation between family and school in solving the problems of forming civic identity and patriotism in Kumandin adolescents. Materials and Methods. The methodological basis of this study includes scientific works by leading experts devoted to the formation of civic identity and patriotism. The empirical data were obtained in Altai Krai in 2023-2023. The study used ‘My Ethnicity’ sociological questionnaire, which enabled the authors to identify cognitive and affective aspects of adolescents’ ethnic identity. Using the scale of civic consciousness as patriotism and nationalism of the International Social Survey Programme (ISSP) allowed to assess constructive and non-constructive manifestations of adolescents’ civic identity. Also, the authors used D. J. Finney’s Ethnic Identity Scale for assessing adolescents’ ethnic identity. In order to identify factors determining the formation of civic identity and patriotism in Kumandin adolescents, a survey of school teachers was conducted and moral education curricula were analyzed. The study involved 90 Kumandin adolescents. Results. The article presents a theoretical analysis of approaches to the formation of civic identity and patriotism. The results of the study showed that the majority of Kumandin adolescents demonstrated a high level of ethnic identification. Based on research data obtained by means of D. J. Finney’s inventory, the authors identified high internal consistency in the manifestations of cognitive and emotional components of adolescents’ ethnic identity. The authors revealed significant features in the intensity of various components of civic and ethnic identity among Kumandin adolescents compared to representatives of other nationalities. In particular, statistically significant strong (d from 0.65 to 0.92) differences were found for all indicators of ethnic identity according to D. J. Finney’s method, with average values higher among Kumandin adolescents. At the same time, it has been found that Kumandin adolescents have a poor understanding of the culture and traditions of their ethnic group, practically do not speak the Kumandin language, and do not strive to demonstrate their belonging to the indigenous people. The study showed the need for schools to organize conditions for productive cooperation between family and school aimed at the formation of civil identity and patriotism in Kumandin adolescents: targeted and systematic educational work on studying Kumandin culture and preserving the language in classes attended by Kumandin students, involving the family as part of civic and patriotic education by means of social projects, engaging Kumandin teenagers to participate in civic and patriotic events related to their ethnic characteristics, developing recommendations for teacher. Conclusions. Based on the data obtained, the authors identified the conditions for productive cooperation between family and school aimed at developing civic identity and patriotism in Kumandin adolescents.

The intensification of socio-political movements within Ukraine and in the world as a whole at the beginning of the 21st century led to an appeal to the civic consciousness, position and identity of the individual and his role in the building of democratic states. The scientific community did not stay away from these processes and began to actively discuss the nature of civic identity, its levels and structure.This article presents a representation of the concept under study in the discourse of the social sciences. The authors made an attempt to analyze and summarize the available domestic scientific research on the problem under study. The research material was scientific articles and dissertations presented in the database of the Vernadsky National Library.The results made it possible to conclude that there is a diversity of approaches to defining civic identity in the social sciences. It is established that the definition of the essence of the concept should be made by comparing it with ethnic, national, gender-role, professional, social and cultural identities.It has been found out that civic identity is considered by scientists as a dynamic system of citizens' perceptions of themselves and related experiences and value-meaning-filled ones, which are formed as derivatives of the awareness of a citizen of a certain state and at the same time a member of the community of citizens.It is revealed that civic identity is based on the typicality (community) of problems of social self- realization of the individual in the organizational space of the state. The conditions of social self- realization, which exist in the organizational space of the state, unite people on the basis of thecommon values existing in the axiological space of the state. In this way, civic identity differs from a national identity close to it, oriented more towards national culture and traditions, as well as national interests in politics.

Within the framework of this publication, the authors analyze some of the problems of the realizationby Russian women of the constitutional right to freedom of labor. The emphasis is placed on the principleof equality as a basic platform that allows women to effectively exercise their right to freedom of work. The authors proceed from the fact that equality as a principle of law is nothing more than the ideal of ajust structure of the state and society, which is characterized by the comprehensive implementation andprotection of human and civil rights and freedoms. Therefore, equality canonizes parity in the relationshipbetween the individual and the state, discrimination on the part of state bodies with this interpretation isexcluded.The article shows that the Russian state, striving to improve the conditions of women’s work, in orderto effectively protect their constitutional rights, creates a system of normative legal acts that fix the list ofprofessions and types of professional work, which women have no right to replace. This, in turn, leads to thelatter’s appeal to the courts, up to the Supreme Court of the Russian Federation and the European Court ofHuman Rights in Strasbourg.

The role of a language is as the tools of relationship in a society. The Malaysian societies use a lot of ways to send messages, educate, give advice, keep order and and serve many more purposes. This literary form uses comparison and idiom to achieve these ends. Every quatrain expression uses interesting and beautiful words. The aspect of the language is important while the aspect of the sound is giving aesthetics expression to the creator of the Malay quatrain. The aspect of the sound is preferred as syllables especially at the final syllables for every line. This matter is not only medium or ways of the societies is expressed, also the Malays who strongly value decency, politeness, and many more virtues. Malay quatrains state the power of high thinking and meaning and also the civilization of the Malay race. In fact since the past years, quatrain is used extensively in some social and legislative councils, trading and also in the constitutional field. Hence, this paper will discuss the role and the types of the Malay quatrain that was used to deliver the thinking and civilization. Among the classical text are the Sejarah Melayu, The Tale of Hang Tuah (Hikayat Hang Tuah) , The Tale of Abdullah (Hikayat Abdullah), and The Chronicles of the Malay (Misa Melayu). The research data will be analyzed by using the sociolinguistics and pragmatic apgroaches. Besides that, this paper is also going to focus on the value of patriotism and humanity in the Malay quatrain.

In this study, a methodological analysis of the history teaching system in the secondary education system of the Republic of Turkey was conducted. Particular attention was paid to the structure of the history curriculum, teaching methods, textbooks used, the assessment system, as well as interdisciplinary connections and methodological features. The study employed qualitative and content analysis, a historical-comparative method, and pedagogical observation. A structural and content evaluation of the “Social Studies” textbooks for grades 5-7 and “The History of Reforms of the Republic of Turkey and Kemalism” for grade 8 was carried out, assessing their role in shaping national and global historical perspectives. The content analysis method was aimed at studying the structure of curricula and textbooks. Through documentary analysis, Turkey’s national educational standards and curricula were examined. As a result of the study, the characteristics of history teaching as an integral part of Turkey’s national educational program were identified. The process of teaching history is aimed at forming students’ historical memory and understanding of national and universal values. It was determined that history teaching methods in Turkish schools influence the development of students’ thinking systems, and a scientific analysis of the methodological aspects of history teaching was conducted.

Introduction. Modern socio-political transformations in the country, focusing on the upbringing of the younger generation in the spirit of preserving and strengthening traditional Russian values, determine the increasing role of the teacher in the formation of civic identity among young people in the context of a large-scale technologically developing economy. In the conditions of new challenges threatening domestic value orientations, it is necessary to build a system of values of the future teacher as a translator of ideological positions in the process of educating students, in accordance with social needs and requests.The purpose of the study is to identify the value orientations of the teacher in the formation of the profile of his civic identity.Materials and Methods. Information from scientific sources (articles) and regulatory documents on the topic of the work was used as materials for the study. The study used theoretical methods of analysis, theoretical generalization, logical comparison of information, as well as methods of scientific interpretation.Results. As a result of scientific understanding and generalization of the proposed concepts of the formation of civic identity, the study proposes an axiological profile of the teacher's civic identity, representing the worldview of the teacher as a citizen of Russia, based on a system of national values: love for his native country, pride in his Homeland, civic responsibility and patriotism. The axiological profile of the teacher's civic identity is presented in three structural and functional components: knowledge, reflexive and regulatory, and also has a structural and dynamic characteristic with a description of the components and levels of formation in the terminology of the value justification of the development of the phenomenon of the teacher's civic identity.Discussion and Conclusions. The theoretical and methodological research carried out on the implementation of the project, which also provides for the experimental part, declares a powerful promotion of the axiology of education in understanding methodological approaches to the formation of civil identity of the younger generation. The practical implementation of the project consists in the instrumental development of the educational component of the professional training of the future teacher, capable of promoting the moral formation of students, solving the problem of the value and motivational aspects of the training of future teachers who develop personality.

The subject of analysis in this article is the historical representations of Russian youth as an element of their civic consciousness. The theoretical and methodological basis of the study is an interdisciplinary complex of political-psychological and historical-political science approaches. Historical representations are a form of reflection in the minds of people of events, phenomena and personalities of the past in the totality of their characteristics and properties. Historical representations in the structure of civic consciousness of young people determine the temporal projection of the image of Russia as a socio-cultural and political entity, in relation to which young people self-define as citizens. The empirical base of the study was made up of in-depth interviews with youth representatives. As a result of the analysis of empirical data, the general characteristics of the historical ideas of young people were revealed. The youth's perception of the past is clearly emotional. Attitudes towards historical eras are determined by their subjective assessment by young people. Historical representations are fragmented and have low cognitive complexity. Historical figures of the past are hardly examples of citizenship for young people. The perception of the past is determined by the currently actualized political values, the key of which is justice. It is argued that the revealed features of the historical ideas of young people are due to the psychological specifics of this generational community and the features of the formation of historical consciousness in the process of socialization. The difficulties of constructing the image of the past as an element of civic consciousness of young people are associated with contradictions in the activities of socialization institutions (family, school, media), the peculiarities of the implementation of historical policy and the transmission of historical memory in the public sphere. The need is noted for the formation of a holistic and consistent image of the past among young people through systematic and regular work with young people in the framework of various directions of state policy.

Backround: Islamic education at the primary school level in Indonesia faces the challenge of integrating local cultural values with national ideology to build students’ character and social awareness. Aim: This study aimed to analyze the interconnection between Huma Betang values, rooted in Dayak culture, and the philosophy of Pancasila, and to explore how these values converge in the Islamic education curriculum to foster a generation with strong character and moderation. Method: Using a descriptive qualitative method, the research adopted an exploratory design with a systematic literature review. Relevant literature, including academic books, journal articles, and policy documents, was identified, selected based on defined criteria, and categorized into thematic groups. Data were analyzed through thematic analysis, enabling the identification, coding, and interpretation of recurring themes related to the integration of Huma Betang and Pancasila values in education. The findings revealed a significant convergence between Huma Betang principles—such as mutual cooperation, respect for diversity, and communal harmony—and the core values of Pancasila, including unity, humanity, and social justice. These values were embedded in the Islamic education curriculum through teaching materials, pedagogical strategies, and school activities like discussions, storytelling, and community-based learning. The integration of these values enriched the learning experience, cultivated social responsibility, and promoted tolerance among students, ultimately shaping individuals who are both academically competent and socially conscious. Despite the positive impacts, challenges remain, including limited resources, the need for teacher training, and translating philosophical concepts into practical curriculum implementation. Nonetheless, this integration holds considerable potential for strengthening national identity, preventing radicalization, and fostering an inclusive and harmonious society. Conclusion: the study underscores the importance of systematically incorporating both local and national values into Islamic education curricula at the primary school level to produce graduates with strong moral character and the capacity for social cohesion in a diverse society.

This article considers preschool education in the country today not only as education, but also as the foundation of cultural and civic development of the individual, ensuring the continuity of generations and the sustainable development of society. As the author says, preschool education plays an important role in shaping the child's personality, worldview, and attitude to society and culture. Raising a child in Kyrgyzstan is also of great importance due to the rich socio-cultural heritage of the Kyrgyz people. Socio-cultural elements are values, traditions, language, customs, patterns of behavior and moral norms that shape the child's social and cultural environment. In preschool education, these elements are reflected through communication, play, labor, art, and family traditions. According to the author, the socio-cultural elements of preschool education in Kyrgyzstan are an important mechanism for transmitting cultural and moral values, forming the child's personality and civic identity. Through language, traditions, folklore and family values, children learn about national culture and learn to respect other peoples. Bilingual education is not limited to teaching the language, but also forms respect for the traditions and culture of each nation. Many kindergartens use bilingual programs (Kyrgyz and Russian) that develop interethnic harmony and tolerance. Thus, preschool education becomes the first social environment in which the initial forms of civic identity based on national and universal human values are formed.

The article focuses on the consideration of memorable anniversaries as a factor in the actualization of wars and individual battles in the historical memory of Russian society at the beginning of the twentieth century. The main source of the study was office documentation, represented by memos, extracts, business correspondence between departments, preserved in the funds of the Russian State Military Historical Archive and the Russian State Historical Archive. Using content analysis, it was found that in the Russian Empire in 1900-1914. recalled at least 30 wars and 99 military events. In the identified list, more than 60 battles and battles were marked with anniversary forms of commemoration. The author came to the conclusion that the approaching series of anniversaries of military events predetermined the establishment in 1909 of a special commission, the main goal of which was to select the most significant wars and battles for the Russian Empire and determine the order of their celebration. The study found that the commission members divided all events into four groups. Priority attention was given to commemorating the Patriotic War of 1812. The author concluded that the establishment of the commission was also associated with changes in the field of memory policy. After the defeat in the Russo-Japanese War, the state sought to streamline its activities in the field of war commemoration, and anniversaries were used to integrate the population of the entire empire. This article is of interest to researchers involved in the study of historical memory and the Russian Empire at the last stage of its existence.