FROM RESPONSIBILITY TO ACTION: MICRO-PROJECT METHOD TO FOSTER CIVIC PATRIOTISM AMONG STUDENTS

Abstract

The student years are a sensitive period for the formation of an individual's value-meaning sphere. At this age, critical thinking, social responsibility, and the capacity for independent action are developed, creating favorable conditions for the conscious adoption of civic and patriotic values through practical activity. The authors' research aims to solve a key problem of our time: fostering genuine, action-oriented civic patriotism in the younger generation through innovative pedagogical technologies that transform an abstract sense of responsibility into initiatives and actions. The purpose of the study is to theoretically substantiate the micro-project method as an effective tool for fostering civic patriotism among student youth through the transformation of social responsibility into practical activity. To achieve this goal, theoretical and practical prerequisites were analyzed, systematic analysis to study civic patriotism as a complex socio-pedagogical phenomenon was used, and the survey to assess the level of formation of students' civic position was conducted. The authors clarified the content of the concept of “civic patriotism” in relation to the student environment and identified three interrelated components: cognitive, emotional-value, and activity-based. The concept of transitioning “from responsibility to action” as a central mechanism for fostering civic patriotism was proposed and substantiated. The micro-project method was developed and systematically described as an integral pedagogical technology adapted for a student audience, ensuring the transition from the theoretical assimilation of values to their practical implementation in socially useful activities. The methodical developments of the authors provide educational institutions with an effective tool for modernizing patriotic education and can be used for teacher training programs and the development of student self-government.