Technologies for shaping the pedagogical culture of parents in the educational environment of a higher education institution

Abstract

The study is devoted to the analysis of modern technologies for shaping the pedagogical culture of parents in the context of the educational environment of a higher education institution. The relevance of the work is determined by the growing demands for the quality of family upbringing in the conditions of the transformation of the educational paradigm and the need to integrate family and institutional educational practices. The aim of the study is to develop a theoretically grounded model of forming parents' pedagogical culture through the educational resources of the university and to identify effective technological solutions for this process. The methodological basis of the work is the system-activity approach, which makes it possible to regard the university's educational environment as a complex system influencing the pedagogical competence of the parent community. The research employed methods of theoretical analysis, comparative analysis, questionnaires, interviews, pedagogical experiment, and methods of mathematical statistics. The empirical base included 486 parents of students from three leading pedagogical universities in Russia and 127 teachers engaged in working with parent communities. The results of the study demonstrate the significance of a structured approach to the formation of parents' pedagogical culture: an increase of 34.7% in the cognitive component of pedagogical culture was recorded when using interactive educational technologies; a direct correlation was identified between parents' participation in university programs and the quality of family upbringing (r=0.73); the effectiveness of a differentiated approach was confirmed, ensuring a 41.2% increase in practical competencies. The developed model of technological support demonstrated a comprehensive impact on all components of parents' pedagogical culture, with an efficiency coefficient of 0.81. The theoretical significance of the study lies in the systematization of ideas about parents' pedagogical culture as a multidimensional phenomenon requiring technologically precise formation in the conditions of the university educational environment.