A comprehensive model of civic identity formation and pedagogical conditions for its implementation
DOI:
https://doi.org/10.1590/1807-0337/e152532Keywords:
legal literacy, social responsibility, democratic process, critical thinking, educational process, “Kyrgyz Zharany”.Abstract
The purpose of this study was to examine the implementation of the “Kyrgyz Zharany” model in higher education institutions of the Kyrgyz Republic, taking into account the pedagogical conditions, methods, and outcomes of civic identity formation. Methodologically, the research was grounded in a combination of conceptual analysis of civic education theories, documentary analysis of four state acts, comparative-pedagogical analysis of educational practices, and indicative assessment of expected outcomes. The study reconstructed the integral logic of the model’s functioning, which is based on eight interrelated components and reflects the transition from normative-value orientations to specific educational outcomes. The analysis demonstrated that conceptual provisions are implemented through the renewal of pedagogical and social-humanitarian disciplines, where themes of legal culture, interethnic dialogue, state symbolism, and the history of statehood have become mandatory components of academic preparation. In the course of examining educational practices, the dissemination of innovative didactic formats was identified, including discussion-based lectures, problematisation of content, simulation exercises, and role-modelling of civic processes, all of which contributed to the development of critical thinking, the ability to argue one’s position, and participation in public dialogue. The comparison of different approaches enabled the specification of pedagogical conditions for effectiveness, which include the integration of theory and practice, alignment of curricular and extracurricular activities, support for intercultural dialogue, and the development of volunteer and project-based formats. Systematisation of the obtained results allowed the identification of assessment indicators – levels of legal literacy, participation in civic initiatives, tolerance, and social responsibility – which form the basis for monitoring progress and improving educational and upbringing strategies. The practical significance of the research lies in providing universities and policy developers with an evidence-based framework for implementation, assessment indicators, and a set of didactic solutions suitable for scaling within multicultural educational systems.
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