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(ISSN
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A
BSTRACT
The article reveals the methodological ideas of the formation of citizenship in the process of introducing
integrative material into school education. A variable approach to the organization of the system of moral
education in general education is considered, the possibilities of an integrative approach in the
implementation of educational tasks of the lesson are demonstrated. A number of mechanisms for the
development of students' sensory competencies have been studied and analyzed, their features have been
identified, and an alternative approach has been proposed in the system of criteria-based assessment of
the actual impact of innovative working methods on the development of key competencies.
K
EYWORDS
Citizenship, key competencies, sensory competencies, integrative learning, school education, evolution of
upbringing, morality.
I
NTRODUCTION
The political, economic, and social phenomena
taking place in modern society pose the task of
forming ideological mobility in combination with
ideological immunity. The inherent sense of
patriotism, manifested in the form of competence
of active citizenship, is responsible for the
integration of these categories. Understanding
citizenship as a component of moral education
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
The Evolution of The Formation of The Citizenship
Competence Based on Integrative Content
Submission Date:
March 20,
2025,
Accepted Date:
April 16, 2025,
Published Date:
May 18, 2025
Crossref doi:
https://doi.org/10.37547/ijasr-05-05-05
Yu. V. Zemlina
State Specialized School No. 51, Tashkent city, Republic of Uzbekistan
Volume 05 Issue 05-2025
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(ISSN
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VOLUME
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OCLC
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defines this competence as a key one, which means
that its development is based on the formation of
sensory material, respectively, special importance
is attached to the time component in this process.
The time component is considered here from two
positions: duration and regularity.
Duration implies the orientation of the program to
age-related personality changes. Moral potential,
unlike knowledge, is not formed momentarily: its
dynamics are monitored after a long period of time.
The term itself depends on the content of the
program, goals and objectives, as well as methods
of developing sensory competencies.
The content of the program follows from the needs
of a person or a group of individuals and correlates
with the number of elements being formed. For
example, civic competence, being a component of
moral education, can be studied in a less active, in
terms of duration, way than a complete set of
competencies defined as key ones. Meanwhile,
duration also implies systematic consolidation,
which means that, if society is interested, this type
of program can be periodically duplicated over
time, increasing the potential load, focusing on
improving the basic material in favor of age-related
changes in the individual. Duration is a reliable tool
for monitoring the dynamics of the growth of
sensory competencies, including the competence
of active citizenship.
Systematic approach in the context of the
formation of ideological immunity implies not so
much graphic planning as an increase in the
frequency of classes. From this point of view, the
dilemma is logical: if morality lessons (education,
ethics, etc.) are held at least 1-2 times a week, then
the rest of the program material will not be
included in the school schedule system. Meanwhile,
as the results of the introduction of the above
subjects into the program have shown, their study
does not give an effective result [1]. That is why we
have developed and proposed a system for
integrating school subjects with the subject of
"Education", implying a daily appeal to moral
subjects through mathematics, native language,
natural sciences, physical education, etc.
M
ETHODOLOGY
In preparing the theoretical basis of the study, the
issues of integrating basic subjects with the subject
of "Education" in some countries, as well as the
system of developing the moral potential of
students, were studied. Based on this material, the
following features are noted:
1. In the mental context, some differences are
identified in the methodology of implementing a
system of moral education, expressed primarily in
the compilation of program material. These
characteristics are presented in Table 1 [2, 3, 4, 5,
6, 7, 8];
2. Complex and mono-approaches have been
identified, implying the involvement of third-party
organizations in the school education system. The
data is reflected in the graph of cooperation within
the framework of educational projects;
3. There is a difference in the application of
integrative methods for the formation of moral
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competencies, which are given a target value in the
educational process.
Country
Methods of
developing moral
potential through the
curriculum
hourly
workload
per week
Responsible
for the
implementatio
n of the
program
Cooperation within the
framework of educational
projects
USA
A separate subject has
been partially
implemented
1
Curators
Administration, family,
community
Japan
A separate subject has
been highlighted
2
Subject
teachers
Family, administration,
especially: teachers of
physical and aesthetic
education
South
Korea
A separate subject has
been highlighted
1-2
Subject
teachers
Family, administration,
especially: teachers of
creative subjects
China
A separate subject has
been highlighted
1-2
Subject
teachers
Family, administration,
especially: teachers of
aesthetic subjects,
philosophy and history
Russia
A separate subject has
been highlighted
1
Subject
teachers
Family, administration,
society
European
Countries
(EEU)
The ideas are
embedded in the
program material
Integrativ
ely
All teachers of
the school
Family, administration,
media
Uzbekist
an
A separate subject has
been highlighted
1
Subject
teachers, head
teachers,
curators
Family, mahalla,
administration
Table 1.
Typological analysis of the school moral education system.
Table 1 demonstrates a variable approach to the
organization of the system of moral education in
general education. As you can see, this system is
multi-vector, unlike the learning process, it
requires mandatory interaction of the school with
other organizations and institutions (in many
countries, great importance is attached to the
institution of the family and the public in this
matter).
This analysis also reveals the idea of integrativity
in the context of education using the example of
European countries. For the EEU, the issue of
forming the competence of active citizenship in the
process of becoming a single integration
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association acquires an ideological semantic load.
Taking into account the short-term formation of a
regional organization, the introduction of a single
subject aimed at gaining knowledge and
experience in relation to legal, democratic and
moral norms obviously does not represent an
effective result. That is why a system of developing
the competence of active citizenship through all
subjects has been introduced into the school
curriculum.
A unified program has been created for all subjects,
providing subject teachers with a stock of material
in the subject area with an emphasis on the
formation of a civic position. Such experience
makes it possible to increase the speed of
information perception, at the same time, the
introduction of this system requires integrative
interaction of specialists in different fields when
creating programs, textbooks, and testing
educational material.
By analogy, we have created a program for the
introduction of integrative material that allows us
to expand the competence of the subject teacher in
relation to the implementation of the upbringing
goals of the lesson in the main school subjects.
Today, moral education in schools of the republic
takes place in two directions
–
through the work of
"manaviyat and marifat" - class hours,
extracurricular activities, etc., as well as through
the subject "Tarbia" introduced into the program
several years ago.
In our opinion, these measures are not enough to
increase the moral potential of students, since this
process is non-methodical, has a one-time
character, and no system has been developed for its
implementation. The teacher and the children
should talk about education not in one lesson of
"Education", but absolutely in all lessons. This is an
element of integrative pedagogy, but most teachers
have recognized that the implementation of
educational tasks in the classroom, especially the
formal direction, is difficult. These difficulties are
related to the lack of literature on this topic, as well
as the inability to devote time to the educational
moment when studying complex topics.
That is why integrative pedagogy acquires an
educational meaning here: combining mathematics
with education, drawing up mathematical
problems on the example of well-known historical
and cultural samples, explaining in detail the
methods of completing tasks - allows the teacher to
use such manuals as additional material in the
lesson, in group work or directly during the lesson.
Variants of tasks related to educational topics are
offered for each mathematical topic. The use of the
proposed tasks in the classroom allows students to
address moral issues on a daily basis, and the
teacher saves time in searching for information
aimed at developing logical thinking through
studying the culture of the country. Similarly, the
creation of integrative material in other subjects.
The process of developing the competence of active
citizenship (CAC) at the present stage cannot be
analyzed without referring to the origins of the
educational activities of the ancestors, because it
has always raised ambiguous questions. The
problem of working with the formation of CAC lies
in its natural essence: on the one hand, citizenship
is a social phenomenon, on the other
–
a personal
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one. Sensory competencies are difficult to
diagnose, therefore, a number of mechanisms have
been studied for their formation, which to one
degree or another have a sufficient impact on the
full development of CAC. The following methods
are known in pedagogy:
1.
the introduction of certain subjects related
to citizenship (in different periods of time, these
were the Idea of national independence, Ethics,
Education, a Journey into the world of the
Constitution, the Basics of Citizenship and Law,
etc.);
2. Cooperation with extracurricular institutions
(Mahalla Institute, Family Institute, professional
institutes, etc.);
3. Non-class activities (school
–
extracurricular);
4. Integration into the educational process
(interdisciplinary
communication).
These
mechanisms are methods of integrative pedagogy.
Let's look at the features of each of them.
The introduction of individual subjects.
Before, the ancient Russian schools of the XI-XV
centuries introduced seven subjects of the so-
called free art, which originated in the era of
antiquity: grammar, rhetoric, dialectics, arithmetic,
geometry, music, astronomy [9]. Later, singing,
earth measuring, geography, stars exploring, and
then languages were added. In Central Asia, the
first madrasahs of the XI century
–
higher
educational institutions
–
taught the Koran, as well
as subjects of the quadrivium (arithmetic,
geometry, music, astronomy) [10].
Ancient education of the V
–
IV centuries BC
introduced subjects such as grammar, rhetoric,
mathematics, sports, and music [11]. However, the
makings of civic education were already being
formed at that time: Cato the Elder in his work "To
his Son" said that a citizen of the republic should be
a warrior during the war, and in time of peace
–
a
worthy farmer [12]. For this purpose, such
disciplines as agronomy, healing, and eloquence
were studied at the higher school. Then came the
legal sciences, languages and literature, fencing,
horse riding and swimming.
Schools of Ancient China of the VI century BC
studied writing, counting, music, morality, history,
archery, horseback riding [13]. As we can see, in
Ancient China, a separate subject related to moral
education was identified, which was one of the
structural components of the phenomenon of
"citizenship" of that time, based on Cato's
statement. Today, our state also pays great
attention to subjects aimed at the formation of a
comprehensively developed personality, including
subjects that increase moral potential. If earlier
these were separate disciplines, now they have
been replaced by the subject of "Education" [14].
This is done so that students have an awareness
that knowledge of rights and duties, and
understanding of ideas aimed at the creative
development of society, and a culture of behavior
are all morality, which is brought up in us with
mother's milk, and then, in the process of
continuing education, is studied in secondary
school.
The introduction of these subjects into the
curriculum represents the simplest integration
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with the realities of life. The textbook presents the
material in the form of theory, but students are
given the opportunity to demonstrate their skills in
everyday situations. The tasks in the program are
designed so that students can act out scenes,
participate in group work, solve case situations,
and apply their knowledge in real practice through
creative work. For example, the competition "The
most well-mannered student" is announced, in
which primary school students take part. Task: to
help parents all month with household chores.
Each completed task is an star, which is made with
your own hands from improvised material, the
work done is written on it, the parents sign it.
During the month, students collect stars and bring
them to school as they accumulate. The teacher
glues all the stars in the designated place. The
winner of the competition is the one who collects
the most stars in a month. Also, one point is added
for aesthetics (stars must be made with their own
hands, carefully and creatively). This type of work
not only motivates students to do noble deeds,
develops internal competition, encourages
interaction between school and parents, but also
develops students' creative and aesthetic
competencies.
Cooperation with extracurricular institutions.
The competence of active citizenship is the desire
to participate in events related to the life of the
Motherland, to feel belonging to its achievements.
Such a definition of citizenship presupposes a
systematic appeal by the school to institutions that
stimulate the organization of public events. Schools
in Uzbekistan actively cooperate with the mahalla
Institute through the "Mahalla
–
family
–
school"
model. This interaction is based on the Resolution
[15]. According to this and other documents and
regulations governing the activities of the mahalla,
this organization is given a direct opportunity to
delve into the general situation of educational
organizations located on its territory in order to
have a positive impact on the educational activities
of the trained team.
Neither representatives of families nor mahallas
have the right to interfere in the educational and
methodological work of a school organization. But
cooperation with them provides a positive effect in
the education of students. The events
systematically held in the mahalla, such as
khashars, honoring veterans, celebrating national
holidays with the involvement of students, not only
stimulate the preservation of cultural values, but
also encourage to be a full
–
fledged participant in
society, which in turn has a positive effect on the
formation of an active civic position. Cooperation
between the school and the family takes place both
through subject connections and through
extracurricular
activities
-
school
and
extracurricular.
Anyway, the involvement of parents in joint work
with the school is of a socio-civic nature, which
means that it partially contributes to the formation
of the competence of active citizenship.
Cooperation with universities and secondary
specialized institutions involves not only meetings
of representatives of these organizations with
educational institutions, but also the involvement
of students in practical work in order to familiarize
themselves with the activities of professional
institutions, increase motivation to study, and
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consciously determine the future of a young
specialist. As you know, only a fully developed
personality is able to think innovatively and be
ready for an ideological attack. That is why the
modern involvement of young people in
professional activities will contribute to their
employment, their desire to improve themselves
and work on themselves.
Extracurricular activities
, like none of the above
methods, contribute to the formation of an active
civic position. Such events can be both school (held
on school grounds) and extracurricular (going to
theaters, museums, cinema, visiting exhibitions,
going to the mountains, etc.). School events include
performances, clubs, sections, competitions, etc.
Despite the high efficiency in the process of
forming the competencies of active citizenship,
these methods have a number of disadvantages.
The
advantages
and
disadvantages
of
extracurricular work on the formation of the
competence of active citizenship are discussed in
the table 2.
+
-
•
Have a strong psychological influence
on a person
•
Not all students may be involved in
extracurricular
activities.
This
work
is
considered optional
•
Not limited in time
•
Strong responsibility of the class
teacher: to create conditions for motivating
students
•
Mobile in place
•
Mobile in the aims
Table 2. Comparative analysis of the advantages and disadvantages
of extracurricular activities in the formation of CAC.
The quantitative advantage of the positive aspects
of extracurricular education is not a dominant
factor in the formation of the competence of active
citizenship: the qualitative indicators noted in the
second part of the table have a more pronounced
negative effect.
Integration into the educational
process
is
considered through existing methods that
characterize the formation of the competence of
active citizenship as a side positive phenomenon.
The issues of an integrative approach in the
development process are currently defined by the
following areas:
a) practical (in presentations on the work of
subject teachers and classroom teachers, in making
notes and developing lessons, where educational
goals are indicated in the lesson plan, among which
the formation of a CAC is permissible);
b) dialectical (in defining citizenship as an
integrative quality of personality
–
the integrative
essence of the nature of citizenship implies the
interaction of basic competencies, which, in turn,
requires the teacher to understand the
mechanisms for implementing the educational
tasks of the lesson as a whole, where citizenship
will be perceived as the main or indirect
component);
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c) thematic (in practice, in the subject of
"Education", when studying the topic of
"Citizenship", integrative content is poured in
(connection with other sciences, with life, etc.),
when studying topics not related to citizenship, it is
also possible to trace some civic topics (learning
languages
–
cultures of peoples, cybertechnology
–
culture of actions with technology etc.);
d) intra-subject (civic content is introduced
through a cross-cutting theme into the teaching
material of any subject) (Fig. 1).
Fig. 1.
The system of formation of the competence of active citizenship
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R
ESULTS
The realization of the educational purpose of the
lesson is a complex, time
–
consuming process that
requires an integrated approach and possession of
special didactic skills. The integrative approach of
the intrasubject direction contains material that
allows the teacher to reveal the content of
educational goals in the process of teaching the
main subject. This phenomenon is taken as the
basis for the creation of integrative modern
learning programs, it involves expanding the
teacher's capabilities to realize not only
educational goals, but also to develop students'
meta-competencies. This is especially true when it
comes to existing outdated dogmas in the
educational process that do not allow students to
think mobile.
Our survey of teachers showed that most of them
are not ready to apply modern integrative
technologies in the daily learning process. The
survey was conducted on the basis of the Tashkent,
Bukhara and Ferghana regions of the republic. 513
respondents took part in the survey. The purpose
of the study was to determine the number of
teachers willing to work on innovative methods, as
well as to identify problems in their application.
The experiment involved the participation of
different groups of teachers
–
teachers of different
cycles, the age audience also mattered.
The answers to the questions have weight, that is,
weight significance relative to proximity to the
proposed hypothesis (the actual impact of
innovative working methods on the development
of key competencies), which is expressed in a point
system (the closer the answer is to the hypothesis,
the higher the score). According to the answers, a
table was compiled reflecting the difference in this
direction relative to the subjects taught.
Summarizing the answers of teachers about the
problems of using IMW, the following conclusions
can be drawn:
1. A teacher is not able to apply IMW in every
lesson.
2. Excessive use of IMW, in the opinion of teachers,
distracts from the main educational purpose of the
lesson (the largest number of such answers came
from mathematics teachers).
3. Conducting integrated lessons requires special
technical equipment (history, biology).
4. The lesson format does not allow classes aimed
at the development of certain meta-competencies
(physical education).
5. The age of students is not conducive to
conducting IMR
–
this method does not arouse
students' interest (history, mathematics).
Conducting integrated classes every hour implies
the loss of the main learning component, but it
stimulates the motivational component. As an
alternative, in this case, a system of educational and
methodological tools in the form of integrative
questions is used. Integrative questions are an
element of the reflective part of the lesson [16]. Its
advantages are compactness, mobility, and
integrity (Fig.2).
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Characteristic features of integrative questions
Compactness
Mobility
Integrity
expre
ssi
on
the minimum amount of
information
adaptation to any
subject
a multifaceted
perception of the
world
re
sult
focus on the necessary
topic
free learning process
reflection (feedback)
Fig.2. Advantages of integrative questions.
Compactness implies the totality of the minimum
amount of necessary information, which means
that in integrative questions you can focus on any
relevant topic.
Mobility is the ability to adapt to any topic, any
situation. Thus, integrative questions "do not
interfere" with the basic learning process of any
subject.
Integrity, as the main aspect of integrative
pedagogy, is a multi-vector process of perceiving
the world. It is this component of integrative issues
that motivates teachers to use this educational and
methodological tool in the conclusion of the lesson,
as a reflection.
The main function of integrative questions is to
teach students to apply the knowledge, skills,
acquired in the lesson, in life situations. As a rule,
integrative questions do not have a direct
unambiguous answer (yes/no), they do not aim to
find an exact answer. These questions are aimed at
reasoning, the teacher can give cliches in advance
to compose such questions:
-
What would you do if…
-
What would happen if…
-
Do you think that…
-
Do you agree with the opinion… etc.
Answers to such questions can begin with
revealing your own opinion: I believe, my opinion…
An important point in the learning process of
composing such questions is the ability to connect
the topic of the lesson with the life process. That is
why the purpose of textbooks of the modern
generation is to apply the topic to life situations
every hour. This approach encourages students to
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study the topic, knowing that they will meet its
material in life. Of course, one of the main
motivators for addressing integrative questions is
the content of the textbook. Today we are
witnessing progressive changes in this context. The
purpose of these changes is to develop students'
meta-competencies, among which the main ones
are analytical, divergent, and creative thinking. At
the same time, textbooks are compiled taking into
account the mental character, based on moral and
spiritual values. This is the main difference
between modern education in our region
–
to
preserve the moral aspect along with the
educational one.
D
ISCUSSION AND
C
ONCLUSION
In general, an integrative approach in the system of
forming students' sensory competencies and
meta
–
skills is a fairly effective way of giving,
sampling, processing and reflecting on the
material. The main disadvantage in this matter can
be considered the lack of full-fledged theoretical
and practical literature aimed at methodological
support for subject teachers. However, given the
current trends in education that require a teacher
to possess specific skills, the issue of mobility of the
topic and purpose of the lesson can be defined as
an implemented mandatory component of the
educational process.
The methodology of introducing educational ideas
into the school curriculum is a complex, long
–
term
process that requires an integrated approach.
Meanwhile, a systematic appeal to integrative
methods of work in this direction gives an effective,
full-fledged result. The role of integrative pedagogy
in the formation of the competence of active
citizenship as a component of moral education
cannot be underestimated.
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