Youth citizenship competence in the context of current transformations in the educational environment

Abstract

Background and purpose. Research on the development of youth citizenship competence in the educational environment interaction process in the context of current educational transformations is determined by the importance of further conceptualization of the educational environment as a socio-psychological factor of citizenship competence development, as well as identification of the practices beneficial for students’ citizenship competences formation and their implementation means. The article outlines current transformations in education and their consequences for the conceptualization and development of citizenship competence. It also presents the findings of the survey of the educational agents’ attitudes regarding interaction practices in the educational environment beneficial for youth citizenship competences development.

Findings. Transformations in the educational environment caused by its rapid digitalization and resulted in technologization of education, demonopolization of knowledge, delegitimization of authority and dehierachization of education, transform educational interaction practices which are now supposed to primarily promote students’ discoursive experience, critical reflection, self-management, self-evaluation, and self-identification. The empirical research of the educational agents’ attitudes regarding educational interaction practices that facilitate youth citizenship competencies development conducted in the framework of the transformative learning theory has actualized the following tendencies in the attitudes of the students: orientation towards autonomous independent thinking, reflection, and interaction based on tolerance and interest to social differences.

Practical application of the results relates to the processes of evaluation and transformation of the interaction practices to create educational environment that would facilitate youth citizenship competence development. The peculiarities of the educational agents’ attitudes identified in the course of the survey will be instrumental in the process.