- Пометун, Олена Іванівна (orcid.org/0000-0002-4602-6383) and Ремех, Тетяна Олексіївна (orcid.org/0000-0002-5666-6640) (2025) Theoretical and methodological foundations for designing a textbook to implement civic education in grade 8 of the New Ukrainian School Проблеми сучасного підручника (34). pp. 277-292. ISSN 2411-1309
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Abstract
This article presents a comprehensive analysis of the theoretical and methodological principles underpinning the design of contemporary civic education textbooks within the context of educational transformations, particularly those occurring under the "New Ukrainian School" reform. The study focuses on conceptual approaches to constructing educational literature that effectively implements the competency-based paradigm in adolescent civic education. The textbook "Civic Education" for 8th grade, authored by O. Pometun, T. Remekh, and H. Sierova, serves as the object of detailed analysis. In the theoretical section, the authors provide a thorough analysis of the evolution of approaches to civic education and outline the methodological principles for designing new-generation textbooks. A central focus of the research is the structural-functional analysis of the "Civic Education" textbook for 8th grade. The authors meticulously examine the architecture of the educational publication, which consists of logically structured chapters aligned with curriculum requirements and paragraphs adapted for individual lesson formats. The expediency of this material segmentation is substantiated by the subject’s specificity, where significant classroom time is allocated to active knowledge acquisition through students’ practical activities. The analytical section of the article reveals the distinctive features of the textbook’s content, characterized by relevance and practical significance for contemporary adolescents. The authors identify key thematic blocks, such as social activism and responsibility, media literacy, mechanisms for counteracting manipulative practices, and digital safety, which prepare students for conscious participation in multifaceted societal life. Particular emphasis is placed on the age-appropriateness of the learning material, considering the psychological characteristics of 8th-grade students and ensuring a gradual transition from personally oriented themes to complex socio-political issues. The article thoroughly analyzes the textbook’s information architecture, which organically integrates the main author’s text, supplementary textual elements (documents, literary excerpts, quotes from prominent figures), and various extra textual components (diagrams, tables, infographics, photographs, illustrations). The authors argue that this multimodal approach to information presentation ensures a deep comprehension of the learning material, fosters critical thinking development, and cultivates skills in working with diverse information sources. Significant attention is paid to the analysis of the textbook’s methodological apparatus, which represents a comprehensive system of multi-level tasks aimed at developing critical and systemic thinking, analyzing social situations, and fostering creative abilities and discussion skills. It is argued that the textbook’s methodological toolkit ensures active cognitive engagement of students, stimulates their independence, and creates conditions for the practical application of acquired knowledge. A special section of the article is dedicated to the analysis of the textbook’s innovative components, particularly its focus on developing metacognitive skills in students. The importance of fostering not only subject-specific knowledge but also effective learning strategies is emphasized, as this constitutes a fundamental competence for successful self-realization in modern society. The study also examines the textbook’s digital dimension – the presence of an interactive application and a fully functional electronic version on an educational platform featuring video materials, interactive test assignments, and worksheets. The authors contend that such technological integration significantly expands the didactic capabilities of the textbook, transforming it from a traditional information source into an interactive educational resource that aligns with the expectations and needs of the contemporary digital generation of students. The concluding part of the article outlines prospective directions for further research, including: longitudinal studies on the textbook’s effectiveness in developing civic competencies; comparative analysis of various approaches to teaching civic education in Ukraine and EU countries; and research into the potential of digital tools in civic education practices.
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