employee from 01.01.2025 until now
Novosibirskiy ordena Zhukova voennyy institut imeni generala armii I. K. Yakovleva voysk nacional'noy gvardii Rossiyskoy Federacii (kafedra gumanitarnyh i social'nyh nauk)
employee from 01.01.2026 until now
Siberian Institute of Management – a branch of the Russian Presidential Academy of National Economy and Public Administration
Novosibirsk, Novosibirsk, Russian Federation
UDC 37
Introduction. The relevance of the research is due to the systemic challenges of our time – the global democratic recession, anti-pluralism, the epistemic crisis of “post-truth” and digitalisation, which render the traditional model of civic education (“Civic Education 1.0”), focused on knowledge of institutions and lawabiding behaviour, inadequate. This raises the issue of the need to transition to a new paradigm capable of fostering active, critically thinking citizens who act as agents of change. Methods. The methodological framework was based on a theoretical analysis and synthesis of contemporary domestic and international research, a comparative method for studying practices in different countries, and a content analysis of empirical data. On this basis, a structural and contentbased model of “Civic Education 2.0” was developed. Results. An architecture for a new paradigm has been proposed, centred on four thematic strands (media literacy and information security, humanities culture, the didactisation of the other, and project-based learning) and three vectors of transformation in citizenship: from accountability to the law to accountability to the community; from sporadic engagement to systematic agency; from individual awareness to collective reality. The key organisational and pedagogical conditions for the successful integration of the model (staffing, structural and didactic) have been identified, as well as systemic barriers to its implementation, such as the politicisation of the educational agenda and the fragmentation of efforts.
civic education, civic agency, democracy, post-truth, media literacy, the didactisation of the Other, project-based learning, epistemic crisis, digital citizenship, national identity
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