Culture as the main component of Russian multicultural education in comparative pedagogical research

Abstract

The presented article examines in detail the results of a theoretical and methodological analysis of the concept of "culture" as a key component in the comparative pedagogical study of Russian multicultural education. Researchers pay special attention to how the concept of "culture" is integrated into educational processes and influences the formation of the educational environment in a multinational society. It was revealed that "culture" in the context of comparative pedagogical research of multicultural education is considered from two main positions. Firstly, as the main term that defines the fundamental values, norms and traditions that influence educational practices and approaches. Secondly, as a comparison component that allows analyzing and comparing different educational systems and models in different cultural contexts. This dual approach provides a deeper understanding of how cultural factors influence the development of educational strategies and policies. The work also reveals the essence of culture in the study of Russian multicultural education. The authors emphasize that culture plays a crucial role in shaping the personality of students, their worldview, and their ability to interact in a multicultural society. Special attention is paid to the need to take into account the cultural characteristics of different ethnic groups when developing educational programs and teaching methods. In addition, the article focuses on the importance of integrating cultural values into the educational process to ensure the harmonious development of society. It is emphasized that understanding and respect for cultural diversity contributes to the creation of a tolerant social environment and the prevention of conflicts on ethnic grounds. The study concludes that effective multicultural education is impossible without a deep understanding of the role of culture as a fundamental component in pedagogical research and practice. Thus, the analysis makes it possible to better understand the complexity and versatility of the concept of "culture" in the context of multicultural education and emphasizes the need for its comprehensive study to improve educational systems in modern society.