- Єршов, Микола-Олег Володимирович (orcid.org/0000-0002-6839-622X) (2026) Transformation of Social and Humanities Education Amidst Global Challenges: an Existential Dimension Актуальнi питання гуманiтарних наук, 2 (96). pp. 264-271. ISSN 2308-4855
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Abstract
The article examines the transformation of social and humanities education through the lens of existentialist philosophy within the context of contemporary global challenges. It is demonstrated that rapid digitalization, technocratization, the degradation of international law, and the militarization of public consciousness threaten to level human subjectivity – a challenge that traditional educational models are unable to address independently. In this regard, existentialism is viewed not merely as a historical-philosophical movement, but as a functional ethical guide and a scientific-methodological toolkit for modernizing the contemporary educational paradigm. The aim of the work is to reveal the specifics of the transformation of social and humanities education in its existential dimension and to identify the pedagogical potential of existential anthropology for forming a resilient personality. Based on an analysis of domestic scholarly discourse (National Repository of Academic Texts and Google Scholar databases), an increasing interest in existential categories (freedom, choice, responsibility) as a means of conceptualizing modern crisis states has been identified. The study analyzes the concepts of renowned existentialist philosophers (M. Berdyaev, S. de Beauvoir, A. Camus, S. Kierkegaard, F. Nietzsche, J.-P. Sartre, V. Frankl, K. Jaspers) and highlights ideas that demonstrate significant pedagogical potential. It is established that the essence of the transformation of social and humanities education lies in the transition to an anthropocentric model, where the primary outcome is the individual's capacity for authentic choice and responsibility in situations of high uncertainty. Despite the contradictions between various currents of existentialism, they are united by a common mission: protecting human uniqueness from destructive external influences. Practical pathways for integrating existential ideas into the educational process are identified: incorporating them into the content of educational programs, educational components, volunteer, and social activities; and utilizing methods developed by existentialists (such as "dialogic learning," "resilience training," and the method of "rebellion" against dogmas). It is determined that amidst the war in Ukraine, existential philosophy integrated into social and humanities education can serve as "logotherapy" (meaning therapy), forming a subject-creator capable of ethical choice and responsibility. Utilizing existentialist ideas in the Ukrainian educational context can help transform education into an act of national upbringing, where the personal choice of each individual becomes a contribution to the creation of the state's future.
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