Civic identity in the digital age: conceptual foundations and implementation strategies

Vollständiger Abstract

Worum geht es in dieser Arbeit?

The article explores the peculiarities of forming the civic identity of high school students within the context of contemporary socio-cultural and digital transformations. The relevance of the topic is driven by the need to rethink traditional models of civic education, considering the challenges of the digital environment, globalization processes, and security threats facing Ukraine. The study provides a theoretical substantiation of the conceptual foundations of civic identity in the digital age and identifies effective strategies for its implementation in the educational process. The research employs methods of theoretical analysis of Ukraine’s regulatory framework, systematization of recent international scholarly works, and generalization of pedagogical experience in the field of digital citizenship. The findings demonstrate that in the digital age, civic identity transforms into a multidimensional construct that combines national self-awareness with digital citizenship competencies. The study reveals the dualistic impact of the digital space on the socialization of high school students: while expanding opportunities for participation, it simultaneously creates risks of identity fragmentation and manipulative influence. The article identifies strategies for forming civic identity in the digital educational environment, including project-oriented, inquiry-based, digitalcommunicative, media-educational, and participatory strategies. It is proven that effective civic identity formation requires an integrated approach that combines the development of media literacy with the conscious participation of youth in socially significant digital practices. The research materials can be utilized by lecturers, teachers, researchers, youth policy specialists, and postgraduate students in organizing educational work with youth, as well as in developing civic education programs and methodological recommendations for general secondary education educators.