The role of teachers in the formation of social competence and civic responsibility among schoolchildren in a multinational society

Abstract

In a multinational society, the role of teachers in the formation of social competence and civic responsibility of schoolchildren is of particular importance. An analysis of modern scientific literature reveals the need for a comprehensive study of this problem, taking into account new socio-cultural realities (Bayborodova, 2018; Bessarabova, 2020). The purpose of the work is to identify the key factors and mechanisms of the teacher's influence on the development of students' skills of effective intercultural interaction and active citizenship. The research is based on the integration of system-activity, axiological and multicultural approaches. The empirical database includes survey and interview data from 150 teachers and 600 schoolchildren in grades 9-11 from 10 regions of the Russian Federation. The sample is representative of the ethnocultural composition. Statistical data processing was carried out using Pearson's χ2 criterion. It has been established that the leading factors of teacher influence are: 1) his axiological attitudes and civic position; 2) the content and methods of teaching social and humanitarian disciplines; 3) the style of pedagogical interaction; 4) organization of extracurricular multicultural activities. A procedural model of the formation of the studied qualities of schoolchildren has been developed. The results obtained deepen scientific understanding of the mechanisms of teacher influence on the socialization of students in a multicultural educational space. The proposed model can serve as a basis for designing educational systems in schools. The prospects of the study are related to the cross-cultural verification of the revealed patterns.