Цифровые медиапрактики как инструмент формирования гражданской идентичности у молодежи

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.

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.

The relevance of the research problem is due to the happening socio-cultural changes in the world, when in the conditions of polyethnicity and multiculturalism of the countries there are difficulties with the consolidation of citizens and establishing the dialogue on the principles of equality and mutual respect. The purpose of this article is to clarify the content of civic personal identity, and based on the analysis of the existing world experience of civic education of students, to present own program of forming civic identity among schoolchildren. This paper presents the content of each of the components of the civic identity of a person (cognitive, value-oriented, emotionally-evaluative, behavioral) in three aspects: ethnic (regional), civil (national) and general cultural (universal human), the author’s program of the students’ civic identity formation is presented. The contents of the article can be useful for school teachers and instructors of teacher education universities in preparing the relevant classes for the students. DOI: 10.5901/mjss.2015.v6n2s3p57

The article describes the potential digital storytelling within the discursive framework of fostering critical thinking among youth, specifi cally focusing on civic identity development. The study aims to design and implement a digital storytelling project grounded in a dialogic-discursive approach to critical thinking, considering the ethno-regional characteristics of youth social development to address challenges in shaping their civic identity. The Republic of Bashkortostan, known for its multicultural landscape with over a hundred nationalities, infl uences the unique development of regional culture, including electoral culture. Notable, the rise of the religious sector and the emergence of new religious movements have transformed political beliefs which affects how citizens identify with various social groups. The study employed a sociological experiment involving Generation Z respondents from the city of Ufa (Republic of Bashkortostan, Russian Federation). Participants were randomly assigned to intervention and control groups, where they created their digital photo stories. The incorporation of interpersonal dialogic discourses, supported by digital media, provided new opportunities for cultivating youth citizenship within the context of critical thinking through digital storytelling technology. The fi ndings of the study explore how digital narratives can infl uence youth civic identity development among Generation Z. Digital storytelling serves as a practical model for digital production aimed at enhancing critical thinking within the realm of civic identity. Results from the randomized experiment indicated that participants in the intervention group exhibited decreased ethnocentrism and increased civic engagement, allowing for a more fl uid construction of their civic identity. In contrast, participants in the control group showed persistent cognitive closure.

The article raises the issue of the need to revise the value content of teaching foreign languages to international students. The author describes the conditions of modern diplomacy, requiring clarification of the axiological content of teaching future specialists. The need to form a moral and patriotic personality of a student is substantiated. The task is set to reorient the teaching of foreign languages to new concepts mediated by modern international diplomatic realities. Relevance of the article. The article raises important issues related to the axiological content of teaching international students in the context of modern diplomacy. The relevance of the material is due to changes in international politics and the need to train specialists who can effectively function in the context of global challenges and threats. Modern realities require future diplomats not only professional skills, but also a deep understanding of cultural and spiritual values, which makes rethinking the value content of teaching foreign languages extremely important. The novelty of the study lies in the emphasis on the formation of the moral and patriotic personality of students in the context of their preparation for international activities. The author proposes to reconsider traditional approaches to teaching foreign languages, focusing on the development of civic identity and spiritual values. This opens up new horizons for the pedagogical process, emphasizing the need to integrate axiological aspects into teaching, which has not yet been sufficiently developed in the literature. The practical significance of the study is manifested in its applicability to educational practice. The proposed concepts can be used to develop curricula and methodological materials aimed at the formation of intercultural communication and patriotic education of students. In conditions when diplomats are faced with the need to represent the interests of their country in the international arena, the emphasis on values and ethics in teaching becomes especially relevant. The article also offers recommendations for teachers, which can contribute to improving the quality of education and training more competent specialists.

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 article raises the question of relevant methodological foundations for studying and further designing practices of students' civic identity formation. The peculiarities of the experience of studying the problems of identity are highlighted. On the basis of theoretical analysis, interpretation and analogy, generalizations were formulated regarding the key worldview ideas, methodological approaches and principles that are relevant to the modern view of the nature, peculiarities and mechanisms of formation of civic identity of students: a) key worldview ideas: probable development; determinacy of the process of identity formation by the peculiarities of the reference environment, the level of sig-nificance for the individual of the subjects of his upbringing, agents of socialization; human dimensionality and human expediency with reliance, among other things, on the idea of cultivation of characteristics and qualities of a person and personality; b) methodological approaches: fractal; anthropocentric; event-based; reso-nance; socio-contextual; c) the principles of other-dominance; resonant interaction; socio-pedagogical realism, irreducible to pragmatism.

How are intergenerational relationships playing out in and through the digital rhythms of the household? Through extensive fieldwork in Tokyo, Shanghai and Melbourne, this book ethnographically explores how households are being understood, articulated and defined by digital media practices. It investigates the rise of self-tracking, quantified self and informal practices of care at distance as part of contemporary household dynamics.

This article explores how Korean bloggers, in contestation, participate in the social structure of communication and potentially transform it through their vernacular practices of decoding and recoding in the blogosphere. As a neo-liberal regime has been established, citizens practise discursive politics in a seemingly democratic and technologically advanced society that is actually a coercive-controlled communication system. Through the analysis of news blogs on the Cheonan disaster, it is suggested that a majority of bloggers are seen to utilise news media stories to gain leverage for their points of view or to provide counter-arguments against the dominant frames generated by the established news media. The critical reframing of the digital network in Korean society allows a reflexive reading of the Korean digital wave, which should be contextualised within generation politics, economic polarisation and ideological contestation. In order to avoid a nationalistic celebration of the IT power of the country, citizens' digital media practices are analysed as contributions to the democratisation of the public sphere and the enhancement of social openness and participation in the digitised arena of discursive politics.

The article delves into the study of the concept of civic identity, as well as the analysis of the process of its for-mation in the modern Russian education system using the focus group method. During the focus-group inter-view the opinion of five target groups – participants of the educational and upbringing process – was studied. The issues of the semantic content of “civic identity” are touched upon, various aspects of this concept are con-sidered. The factors that have a significant impact on the process of formation of civic identity among senior schoolchildren and students of educational institutions of higher education are highlighted. The forms and methods of civil identity formation used today in educational organizations of different levels are considered, their effectiveness in modern conditions is analyzed. Apart from this, the difficulties and problematic points that reduce the effectiveness of the system of measures aimed at the formation of civic identity in educational insti-tutions of secondary general and higher education are highlighted.

Masspersonal self-disclosure on social network sites entails new risks and benefits for bridging social capital, defined as social resources such as a connection to and investment in large and heterogeneous collectives, which are important to develop during the transition to adulthood in democratic societies. To better understand motivations and social capital consequences of masspersonal self-disclosure among emerging adults, this mixed-method study examined how U.S. college students view various topics of masspersonal self-disclosure and whether values embedded in their views contributed to their perceived bridging social capital, after accounting for their Facebook use and the diversity of their networks. A total of 208 (110 women, 95 men, 3 non-binary, Mage = 20.28) students completed online questionnaires while referring to their Facebook profiles. Qualitative analyses showed how valuing self-expression, alongside other-focused values, informed participants’ decision-making about masspersonal self-disclosure. Quantitative results showed that valuing self-expression more frequently across topics of self-disclosure predicted bridging social capital; however, the use of Facebook privacy controls and indicators of ethnic and political diversity in students’ networks did not. We discuss the importance of values in understanding emerging adults’ behaviors on social network sites, their generation of bridging social capital, and civic identity development.

This study focused on young people's perspectives about family relationships and how they can be strengthened or weakened through digital media practices. Located in Melbourne, Australia, 20 participants aged between 13 and 17 years were interviewed about how digital devices and practices shaped the way they interacted with family. The thematic analysis points to the young people's commitment to family cohesion. This was demonstrated through responsible use of social media, admitting the need for device‐free time, acknowledging the challenges of being online, and their sense of responsibility as a family member, which informed and shaped the way they individually acted.

The study investigates the impact of new media, internet, and digital media as a new trend in advertising industry in developing countries. A total of 60 questionnaires were used in collecting data for the study and descriptive methodology was adopted and SPSS and Pearson product moment correlation was used to test the formulated hypotheses. The study’s findings showed that, there is significant impact of new media in advertising industry as it ensures return on investment, creativity and innovations in the industry and effective planning and execution of media campaign. Based on the findings of the study concluded that new media, internet and digital media assist the advertising agencies in innovating good quality advertisements ,ensures companies and customers interaction and conveyed messages fast to the specified target audience ,and is wider reach .The study recommended that ,advertising agencies in developing countries should adopt the use of internet advertising ,new and digital media as one of the marketing communication tools in developing countries and policy on creativity and innovations in new digital media and internet advertising using innovative and sophisticated digital technologies .Also ,world Federation of advertisers must ensure collaboration and co-operation of developed and developing countries advertising regulators so as to tap wealth of knowledge and experiences in new digital media practices and usage regarding new media ,internet advertising and digital media.

Mukbang, or online eating shows, have become a popular digital media practice that merges food, body, and mediated reality. Drawing on 15 indepth interviews with Chinese mukbang viewers, this study explores how audiences experience the pleasures and tensions of virtual eating. The analysis develops a sensory-authenticity-compensation (SAC) framework. First, viewers derive sensory gratification not only from the visual allure of food but also from bodily performance and auditory cues. Second, authenticity is judged less by factual eating behavior than by immersive and affective resonance. Third, mukbang serves as a compensatory practice that helps audiences regulate appetite, cope with loneliness, and symbolically substitute for eating. By integrating these dimensions, the SAC framework extends uses and gratifications theory to account for embodied, affective, and compensatory dynamics in technology-mediated food consumption. The findings highlight how digital media practices reconfigure eating into a mediated experience that resonates with broader social and psychological needs.

This paper argues that the coloniality of global knowledge has centralized the Global North to the media literacy debate, leaving some non-western countries to abandon their own experience while mimicking western theory and practice. This paper highlights three major historical events that exemplify the westernization of media literacy and calls for geo-culturalism in its conceptualization to accommodate locations like East Africa whose digital media practice is rooted in their colonial past. Using field data from three East African countries, the paper argues that the geo-cultural approach can help decolonize the debate by accounting for the media literacy variations brought in by varying social-political experiences.