CHALLENGES OF DEVELOPING CIVIC COMPETENCE IN THE CONTEXT OF DISTANCE LEARNING IN HISTORY CLASSES IN THE NEW UKRAINIAN SCHOOL

Abstract

The study examines pedagogical challenges in developing civic competence among students of the New Ukrainian School during history lessons under prolonged distance learning induced by the Russian-Ukrainian war. The relevance of the issue stems from the need to preserve the educational and sociocultural functions of history education in a digital environment that, despite technological advantages, significantly restricts collective emotional experience, group interaction, and empathy development – key components of civic education. A theoretical review reveals a shift in scholarly discourse from purely technological aspects of distance learning to intrapersonal and psychological determinants (works by O. Pometun, V. Senyk, O. Hnatiuk, et al.). Empirical analysis demonstrates socio-pedagogical impoverishment: erosion of belonging to the school community, loss of informal social learning, increased anxiety, depressive states, and a new form of adolescent loneliness. The impact on history lessons is particularly critical: clip-like thinking hinders deep comprehension of historical processes, while simplified binary narratives prevalent during wartime contradict principles of critical analysis and the multifaceted nature of historical knowledge. Effective civic competence formation requires a radical transformation of the history teacher’s role – from knowledge transmitter to digital mediator, facilitator of critical thinking, and counteractor of manipulation. The key compensatory mechanism is the “student – teacher – parents” partnership, which provides emotional support and restores the social context of learning at home. Conclusions highlight the ambivalence of distance learning: technological enrichment is accompanied by socio-pedagogical impoverishment. Overcoming these challenges demands hybrid learning models, regulatory measures by the Ministry of Education and Science of Ukraine, active parental involvement, and enhanced teacher training focused on critical thinking, empathy, and responsible civic stance in the digital environment.