The study aims to determine the factors influencing the definition of moral ideals among adolescents and the peculiarities of pedagogical support of their moral choice. The main approaches are represented by the authors’ research tools. In total, 3,443 teenagers aged 11–14 years participated in the study that had been conducted since 2017 till 2023.
The study revealed that when predicting their ideals, children focus on individuals who are successful, smart, goal-oriented, kind, talented, and ready to overcome obstacles in achieving the goal. TikTokers, bloggers, streamers, YouTubers, programmers, gamers, and e-sportsmen serve as role models for teenagers. The virtual space has a major impact on the moral choices of the new generation.
The authors found out the key factors (intellectual, motivational, emotional, volitional, objective and practical, existential, and self-control) that influence an individual’s perception of moral ideals. The risk of forming values unworthy of imitation through social media and the risk of creating an unrealistic idealised ‘self’ projected by the virtual space were identified. The paper concludes that teacher’s guidance in shaping the children’s moral choices is needed.
Keyword(s) : upbringing
Scientific and Methodological Support for Upbringing in School
The article presents the directions and the content of scientific and methodical support of the
upbringing process in school. The analysis involved the study of mass and advanced experience
of schools in the sphere of upbringing, examination, generalization, comparison, interpretation
and systematization. These methods were chosen to address the theoretical research objectives. The
directions of scientific and methodical support of the upbringing process in school required to study
the mass experience of schools were identified, as were the best practices in upbringing. There were
analyzed, summarized and systematized. Each aspect of this support was identified on the basis
of the analysis and theoretical generalization of the data obtained. The scientific and methodical
support of the upbringing process can be developed in several directions and at different levels. At
the state level, it is connected, inter alia, with software (an example is the ‘Approximate upbringing
program’); at the level of higher education, initially it can be associated with the definition of the
theoretical foundations for the preparation of future teachers for upbringing activities in the general
education system, with the development of updated content of textbooks and manuals on the theory
and methods of upbringing; while at the level of the advanced training system it is associated with
the development of its principles, new programs and the search for interactive forms of teachers’
training. The novelty of the research is in the determination of the main directions and content of the
scientific and methodical support of the upbringing process in school. The results make it possible
to form the scientific and methodical support of the upbringing process in school at different levels.
Based on the basic provisions of the scientific school of Academician of the Russian Academy of
Education L.I. Novikova Systematic approach to the upbringing and socialization of children and
youth the results enable professionals to carry out the necessary changes in the sphere of upbringing,
taking into account modern social challenges.
Hygenic Assessment in the Theory and Practice of Upbringing
For the younger generation, socialization in the digital space poses increasing potential and real
risks. Simultaneously, the transformation of educational process with a forced increase of distance
learning formats, as a result of the COVID-19 pandemic has exacerbated the issue of interaction
between teachers and students in addressing upbringing tasks. This is confirmed by current
international and Russian studies. Discussion of the quality of the educational environment from
the point of view of its safety inevitably encourages the search for assessment tools. This article
provides a theoretical and methodological justification for effective assessment of upbringing
hygienic and its implementation in the current context, based on theoretical and empirical studies.
The study took an interdisciplinary approach, treating the safety of upbringing as a complex
multifactorial phenomenon based on the integration of natural science and socio-humanitarian
knowledge. It used a cross-cultural analysis of empirical data from Russian and foreign studies
in the development of formats, strategies, and features of hygienic assessment in education taking
into account its cultural variability. Network theory was used to assess the importance of the role
of relationships in determining teachers’ readiness resources to carry out a hygienic assessment of
upbringing safety activities in digital and network contexts. The core of the educational context of
safety is defined as the process of providing means and measures aimed at productive self-realization
of children in various life situations based on the assessment of real and potential threats arising in
the process of socialization. The principles of safety (socio-biological balance, well-being, integration,
cognition), the content and indicators of the hygienic assessment of this process (physiological,
social, personal, psychological) are highlighted. The article describes the development network
of the teacher’s readiness to assess upbringing safety based on non-hierarchical value-resource
interaction in upbringing activities, assessment of its safety and hygienic potential. The results
obtained will contribute to expansion and improvement of theoretical ideas about hygienic expertise
in pedagogical processes, disclosure, and clarification of the concept of ‘hygienic assessment in
upbringing’, enrich theoretical ideas and effective practices of upbringing in distance education
formats.
Preparation of a future teacher as a social and moral educator: a theoretical underpinning
This research focuses on the personality of teacher as a social and moral educator. Developments in
home social education bring some negative phenomena in the treatment and instruction received
by a child from its parents and teachers throughout its childhood and this is a complex issue to
address. Changes are needed to the definition of theoretical underpinning of future teachers in the
systematization of modern scientific knowledge about upbringing. The research explored comprehensive
conceptual descriptions of the relevant phenomena and examined the educational activities
of the teacher, using data from a variety of scientific disciplines. The study identified some key problems
in the preparation of student teachers, and examined the strengths and weaknesses of existing
software. It explored how student teachers approached activities to shape the image of the graduate
pedagogical higher educational institution (as demanded by the heads of Russian schools) and form
their view modern scientific knowledge in the field of theory and methodology of upbringing. The
results can help us develop a theoretical basis for the preparation of future teachers as social and
moral educators in general and non-formal education.