CIVIC COMPETENCE OF SECONDARY SCHOOL STUDENTS AS A PEDAGOGICAL PROBLEM IN CONDITIONS OF MARTIAL LAW AND SOCIAL CHALLENGES

Abstract

In the article, the author analyzes the importance of forming civic competence of students in conditions of martial law. The need to strengthen civic education as a component of the educational process aimed at developing national consciousness, legal culture, responsibility, and resistance to information influences is emphasized. The purpose of the study is to substantiate the importance of forming civic competence of students in general secondary education institutions as a key pedagogical problem in conditions of martial law and modern social challenges, to determine its structural components, pedagogical conditions, and effective development mechanisms aimed at educating a responsible, disinformation-resistant, nationally conscious, and socially active citizen of Ukraine. The study outlines a set of pedagogical conditions that ensure the effectiveness of forming civic competence of students. Among them are the introduction of a system of methods and forms of educational work aimed at forming an active civic position; the development of interpersonal interaction in the classroom; the creation and organization of project activities and the involvement of students in socially significant initiatives. An important component of the formation of civic competence is the implementation of practice-oriented activities – intellectual games, creative competitions, projects, Olympiads, which contribute to the development of patriotism, responsibility and initiative of applicants. A special emphasis is placed on the potential of museum pedagogy. Lessons in the museum and educational activities based on museum exhibitions create a unique educational space for the formation of historical memory, national identity and a value-based attitude towards cultural heritage. Working with authentic exhibits, participation in thematic excursions, interactive classes, discussions and memorial events deepen the emotional and value-based experience of applicants and contribute to the awareness of their own involvement in public life. Thus, the combination of classroom, extracurricular and museum activities ensures a comprehensive and systematic nature of the formation of civic competence.