- Кузів, Оксана Орестівна (orcid.org/0000-0003-4458-6675) (2026) Managing the Development of Civic Self-Assertion Among Students in General Secondary Education Institutions Doctoral thesis, Державний заклад вищої освіти «Університет менеджменту освіти».
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Abstract
Kuziv, O. O. Managing the Development of Civic Self-Assertion Among Students in General Secondary Education Institutions. – Qualification scientific work in manuscript form. Dissertation submitted for the degree of Doctor of Philosophy in specialty 011 «Educational, Pedagogical Sciences» – State Higher Education Institution «University of Educational Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. The dissertation provides a comprehensive analysis of the current state of management support for the development of civic self-assertion among students in general secondary education institutions. A structural-functional model for managing this process has been developed and scientifically substantiated; organizational and pedagogical conditions and technological tools for its implementation have been identified; the effectiveness of the model has been experimentally verified; and methodological recommendations for school leaders, management teams and teaching staff have been prepared. The first chapter, «Theoretical Foundations of Managing the Development of Civic Self-Assertion Among Students in General Secondary Education Institutions», examines the research problem as a psychological, pedagogical and managerial issue, analyzes relevant scholarly sources and clarifies the key concepts of the study. Civic self-assertion among students is defined as an integrative personal formation and, at the same time, a dynamic process of becoming an active subject of civic relations. It is manifested in awareness of belonging to the Ukrainian state and civic community, acceptance of democratic and national-patriotic values, readiness for responsible civic activity, participation in public life, and the ability to implement one’s civic position in the interests of the state, the community and society. This study analyzes domestic and international experiences in civic education, democratic education, student participation, volunteerism, social project development, and partnerships between educational institutions and the community. It has been established that common features of contemporary approaches include a focus on developing active citizenship, critical thinking, democratic participation, social responsibility, civic engagement, solidarity, and the ability to engage in constructive interaction within society amid social change and systemic challenges. The second chapter, «Methodological Foundations for Managing the Development of Civic Self-Assertion Among Students in General Secondary Education Institutions», substantiates the scientific approaches, principles, methods and criteria-level characteristics of the process under study. The methodological basis of the research includes systemic, personality-oriented, competence-based, activity-based, axiological, environmental, humanistic, subject-subject, participatory and safety-oriented approaches. On this basis, five structural and content components of civic self-assertion are identified: cognitive, value-identification, emotional-motivational, activity-based and reflective. The developed structural-functional model comprises six interrelated blocks: conceptual-target, theoretical-methodological, subject-management, content-technological, organizational-pedagogical and diagnostic-resultative. The head of the general secondary education institution is defined as the system-forming subject of the model implementation. Through the management team, teaching staff, student self-government, parent community and community partners, the school leader ensures the integrity of the educational policy of the institution. The organizational and pedagogical conditions of the model implementation include the creation of a value-rich and psychologically safe educational environment; the development of partnership interaction between school, family and community; the involvement of students in real civic practices; the preparation of teaching staff to support students’ civic self-assertion; and systematic monitoring of civic development outcomes. The technological toolkit includes social project work, simulation practices, debates, volunteering initiatives, student self-government, digital tools for civic participation, debriefing, supervision and reflective practices. The third chapter, «Experimental Verification of the Effectiveness of the Structural-Functional Model for Managing the Development of Civic Self-Assertion Among Students in General Secondary Education Institutions», presents the organization, methodology and results of the pedagogical experiment. The experimental work included diagnostic, formative and control stages. The total sample consisted of 504 participants from six general secondary education institutions: 240 student leaders of student self-government in grades 6–9, 120 teachers, 120 parents and 24 representatives of management teams. The institutions were divided into experimental and control groups, three schools in each group. At the descriptive stage, no statistically significant differences were found between the experimental and control groups, as confirmed by Pearson’s χ² test (χ² = 1.84, p > 0.05). In the institutions of the experimental group, a structural-functional model of managing the development of civic self-assertion among students was implemented; the institutions of the control group operated under traditional management practices. The principle of data triangulation ensured the comparison of the positions of administrators, teachers, students, and parents as independent respondents. The results of the control phase demonstrated positive dynamics in the development of civic self-assertion among students in the experimental educational institutions. The effectiveness of the model’s implementation was statistically confirmed: χ² = 13.02, p < 0.001; Cohen’s d = 0.78. The most pronounced dynamics were recorded in the activity-based component, confirming the effectiveness of engaging students in real civic practices, social planning, volunteer activities, student self-governance, and reflective analysis of their own civic experiences. The scientific novelty of the results lies in the fact that, for the first time in the context of managing a general secondary education institution, a holistic set of content, forms, methods, technologies and organizational-pedagogical conditions for managing the development of civic self-assertion among students has been scientifically substantiated; the definition of the key concept has been clarified; a structural-functional model has been developed, theoretically substantiated and experimentally verified; and a criteria-based framework for evaluating the effectiveness of management activity has been defined according to value-motivational, cognitive-competence, organizational-activity and result-monitoring criteria with a cross-cutting participatory dimension. The practical significance of the results lies in the possibility of directly implementing the developed structural-functional model for managing the development of civic self-affirmation among students in the practice of general secondary education institutions, which enables the administrative team to systematically influence the process of students’ civic development by combining goals, content, forms of activity, organizational and pedagogical conditions, methodological tools, and outcome monitoring. Based on the research findings, a methodological case study was developed, containing diagnostic tools, questionnaires, criteria, indicators, level-based characteristics, and methodological guides for simulation games, social project design, debriefing, and supervision. Methodological recommendations have been prepared for school administrators, assistant principals, teachers, and homeroom teachers on creating an educational environment that fosters leadership qualities, social responsibility, and civic engagement among students. The author’s original developments, created as part of this research and tested in real-world educational settings, are of particular practical value. The author has developed and implemented an original curriculum for the «School of Civic Courage» subject-specific club, which is a comprehensive extracurricular education course aimed at the progressive development of all components of students’ civic self-affirmation, and has created a didactic historical-patriotic game called “Orbit of Citizenship” — an original interactive tool for shaping students’ civic identity, value orientations, and active civic stance, which has been officially registered and can be replicated for use in general secondary schools across various regions of Ukraine. Additionally, the author initiated and implemented the social project «Guardians of Ukraine» – a series of meetings of dialogues between students and veterans and defenders of Ukraine as a model of partnership between schools and the community and the «Sirius» volunteer project, which involves visits to a military hospital and provides students with real-world experience in civic action and social responsibility. All of the author’s developments mentioned above are not borrowed or adapted but were originally created as part of the dissertation research, which confirms their independent scientific and practical contribution to the development of the theory and practice of civic education. The findings of this study can be used in developing strategies for the development of educational institutions, programs for educational activities, student self-government initiatives, extracurricular activities, volunteer and social projects, and in the professional development of teaching staff, as well as by education authorities in the formulation of regional programs for civic and national-patriotic education.
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