Implementation of Norwegian experience in civic education into the professional training of future primary school teachers in Ukraine

Abstract

The article provides a comprehensive theoretical and methodological analysis of the possibilities for implementing the Kingdom of Norway's approaches to civic education in the system of professional training for future primary school teachers in Ukraine. The relevance of the study is determined by socio-political challenges, democratisation processes, European integration and reform of the education sector. These challenges require the formation of competent, socially responsible citizens who are capable of critical thinking, active participation in democratic processes and constructive interaction in a multicultural environment, which necessitates the modernisation of the content, forms and methods of organising teacher education. An analysis of the features of the Norwegian model of civic education has shown that it functions as an integrated component of state education policy and reflects the strategic priorities for the development of a democratic society. It has been established that civic education in Norway is not limited to a separate educational component, but is cross-cutting in nature, implemented through interdisciplinary modules, thematic courses and practice-oriented educational initiatives. Its conceptual foundations are based on the principles of democratic participation, inclusiveness, gender equality, respect for human rights, intercultural dialogue, sustainable development and academic freedom. Particular attention is paid to developing the ability of learners to engage in reasoned discussion, responsible decision-making and social interaction. It has been found that the effectiveness of civic competence development in the Norwegian system is ensured through a combination of formal, non-formal and informal education, active use of discussion, case methods, debates, simulations, role-playing games, and project-based learning. An important role is played by a developed system of elective disciplines, which allows students to individualise their educational trajectory, deepening their knowledge of current social issues. Higher education institutions actively cooperate with public organisations, local communities and authorities, which contributes to the formation of practical experience of democratic participation. The feasibility of reorienting the content of training for future teachers in Ukraine towards in-depth study of specific democratic phenomena and socially significant issues, in particular human rights, media literacy, countering disinformation, environmental responsibility, social cohesion and volunteerism, has been substantiated. The need to develop not only theoretical knowledge but also practical skills in students of pedagogical specialities is emphasised. The possibilities of using digital tools, interactive platforms, online courses and educational projects to develop the civic competence of students are explored. Attention was focused on the potential of the digital environment as a space for the development of critical thinking, media literacy and a culture of democratic communication. Promising areas for the implementation of Norwegian experience in the Ukrainian educational space were identified, in particular: expanding the elective component of educational and professional programmes; activating students' project and research activities; integration of digital resources into the content of civic education; ensuring the cross-cutting nature of civic competence formation in the process of professional training of future primary school teachers. It has been established that the adaptation of Norway's progressive approaches, taking into account the national characteristics and educational priorities of Ukraine, can be an effective factor in improving the system of training future primary school teachers and will contribute to the formation of a generation of educators capable of raising active, conscious and responsible citizens of a democratic state.