MUSEUM PEDAGOGY IN THE FORMATION OF CIVIC CONSCIOUSNESS OF YOUTH

Abstract

The article examines the role of museum pedagogy in shaping the civic consciousness of modern Ukrainian youth during wartime conditions and social transformations. The paper emphasizes that civic consciousness is an integrative characteristic of an individual, encompassing a system of knowledge, values, beliefs, attitudes, and behavioral models that determine the younger generation’s attitude toward the state, society, and their own participation in public life. The novelty of the study lies in combining conceptual provisions on civic consciousness with the potential of the museum space, which is considered an environment for interactive learning and cultural-historical education. An analysis of contemporary scholarly research on the issues of museum pedagogy has been conducted, highlighting its essential features and primary directions of influence on personality development. It is shown that museum pedagogy not only provides a cognitive effect but also shapes an emotional and value-based attitude toward national history and culture, promoting the integration of educational and upbringing processes. Particular attention is paid to the museum's function as a space for forming national identity and collective memory, which, in times of war, acquires crucial importance for the resilience of Ukrainian society. The study demonstrates that involving young people in museum activities (such as excursions, quests, interactive lessons, and workshops) fosters the development of critical thinking, social interaction skills, and the ability to correlate historical experience with contemporary challenges. Based on the analysis of methodological approaches, practical recommendations are proposed for the effective implementation of museum pedagogy into the educational process of institutions of professional pre-higher education. These include preliminary preparation of students for museum activities, the use of technological maps and interactive tasks, ensuring interdisciplinary integration, and creating conditions for both individual and group student activity. The results obtained have long-term significance for the development of modern pedagogical theory and practice. The practical value of the research lies in elaborating mechanisms for the effective use of museum space under conditions of democratization of education and society, as well as in designing tools for integrating both traditional and innovative forms of museum work into the educational process.