- Єршов, Микола-Олег Володимирович (orcid.org/0000-0002-6839-622X) (2026) The Phenomenon of “Transformation” in Historical and Pedagogical Research оn Social and Humanities Education Педагогічні науки: теорія і практика, 1. pp. 31-43. ISSN 2786-5622
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Abstract
The article adapts the interdisciplinary category of "transformation" to the historical and pedagogical study of the development of socio-humanitarian education and defines its role in shaping new societal value orientations. The relevance of the study is driven by the necessity for a radical paradigm shift in socio-humanitarian education amidst existential challenges. Successful modernization of the educational sector and the transition from a technocratic to a human-centric model require a historical and pedagogical substantiation of the interdisciplinary concept of "transformation" to ensure the value-based consolidation of Ukrainian society in the face of global instability and digital shifts. To achieve this, a range of methods was employed: general scientific (terminological – to clarify the definitions of "transformation," "evolution," and "reform"; comparative-contrastive method – to identify differences between Ukrainian and foreign discourses on socio-humanitarian education); specifically scientific (historical-genetic – to study the transformation of socio-humanitarian education within a specific space-time continuum; systemic-structural – to classify transformational processes by semantic levels; paradigmatic analysis – to capture shifts in educational paradigms); interdisciplinary (іnstitutional – to explain the role of the educational institution in building social trust; axiological – to study shifts in value orientations); and content analysis – for source processing and trend identification. Based on the interdisciplinary approach, the following results were obtained: the concept of "transformation of socio-humanitarian education" was scientifically substantiated, and a system of its semantic levels was developed; key vectors of contemporary Ukrainian and foreign scientific discourses were identified, allowing for the fixation of socio-humanitarian knowledge as a value-based regulator of national security and cognitive resilience; the role of socio-humanitarian training in the processes of "elite-building" and the deconstruction of extractive social practices was determined. It was established that under conditions of global instability, socio-humanitarian education becomes the foundation for the functioning of inclusive institutions, a driver of cultural modernization, and the basis of cognitive resilience and national security. It is proven that the successful transformation of the educational sector is impossible without abandoning the technocratic approach in favor of a model that fosters reflective subjectivity and the ethical responsibility of a specialist. The theoretical significance of the findings lies in creating a basis for updating educational programs capable of ensuring the "humanization" of digital progress and the intellectual resilience of a democratic state.
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