Volume 13 - Issue 73
/ January 2024
387
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2024.73.01.32
How to Cite:
Ivanchuk, S., Kakhiani, Y., Hryboiedova, T., Bilychenko, H., & Huzii, I. (2024). Policy for the formation of social consciousness
during students training in educational institutions: pedagogical aspect. Amazonia Investiga, 13(73), 387-400.
https://doi.org/10.34069/AI/2024.73.01.32
Policy for the formation of social consciousness during students
training in educational institutions: pedagogical aspect
Política para la formación de la conciencia social durante la formación de estudiantes en instituciones
educativas: aspecto pedagógico
Received: December 29, 2023 Accepted: January 29, 2024
Written by:
Sabina Ivanchuk1
https://orcid.org/0000-0002-9655-0634
Yulia Kakhiani2
https://orcid.org/0000-0002-1484-324X
Tetiana Hryboiedova3
https://orcid.org/0000-0003-0618-806X
Hanna Bilychenko4
https://orcid.org/0000-0002-4288-2721
Ivanna Huzii5
https://orcid.org/0000-0002-6886-6412
Abstract
This article analyzes and proposes improvements
to the policy of developing social consciousness
during training in higher educational institutions.
Furthermore, it focuses on the pedagogical
aspect of this issue. Developing social
consciousness is crucial in shaping modern
specialists. These specialists must possess not
only developed practical and theoretical
professional skills, but also a high level of
empathy and social awareness. The research
employs the IDEF0 functional modeling method,
a novel approach that goes beyond simply listing
key stages. Instead, it demonstrates the place and
role of additional elements within the process.
As a result, a model system for enhancing the
policy of developing social consciousness in
higher education institutions was formed. The
study acknowledges a limitation: it solely
1
Department of Preschool Education, Donbass State Pedagogical University, Slavyansk, Ukraine. WoS Researcher ID:
CXK-1720-2022
2
Department of Preschool Education, Donbass State Pedagogical University, Slavyansk, Ukraine. WoS Researcher ID:
KBQ-6225-2024
3
Department of Preschool Education, Donbass State Pedagogical University, Slavyansk, Ukraine. WoS Researcher ID:
KBQ-6248-2024
4
Department of Preschool Education, Donbass State Pedagogical University, Slavyansk, Ukraine. WoS Researcher ID:
AEM-0504-2022
5
Department of Pedagogy and Innovative Education, Lviv Polytechnic National University, Lviv, Ukraine. WoS Researcher ID:
FCE-4030-2022
388
www.amazoniainvestiga.info ISSN 2322- 6307
considers processes for improving pedagogical
methods among students with a pedagogical
profile. Future research plans to expand this
study to encompass other higher education
institutions.
Keywords: Social consciousness, higher
educational institutions, education, functional
modeling, pedagogy.
Introduction
The modern world faces challenges that require
educational systems not only to transfer
knowledge, but also to form the social
consciousness of the younger generation.
Policies for the formation of social consciousness
in educational institutions play a key role in
preparing students for life in a modern society
characterized by rapid change, globalization and
information openness.
The pedagogical aspect of this policy involves
the involvement of educational specialists in an
active dialogue with students, the use of
innovative teaching methods and critical
thinking. This not only contributes to the growth
of students’ personal potential, but also forms a
deep understanding of social processes and their
role in society.
The importance of the policy of forming social
consciousness in education cannot be
underestimated. It helps young people develop
their views, critically analyze information and
develop personal values that meet the
requirements of a modern democratic society. An
important component of this policy is an
understanding of the role of education in the
formation of active citizens who are capable of
not only adapting to changes, but also being their
initiators. Teachers must play a critical role in
this process by encouraging students to achieve
self-realization and self-expression.
The process of creating social consciousness in
educational institutions also includes raising
students' awareness of contemporary social
challenges such as inequality, climate change and
human rights. Such education helps young
people understand the complexity of these
problems and develop responsible attitudes
towards them.
Integrating an interdisciplinary approach into the
educational process helps broaden students'
horizons and develop their analytical skills. This
allows them to see connections between different
areas of knowledge and understand how social,
economic and political factors are interrelated.
An effective policy for the formation of social
consciousness in education requires the active
participation of students in the learning process.
This may include projects that address real-life
social problems, which not only develops critical
thinking skills, but also encourages social
activism and responsibility.
One of the main problems in the formation of
social consciousness in educational institutions is
the lack of consistency and unity in approaches.
Often educational policies and practices are
developed without taking into account the
variables of social, cultural and economic
contexts. This leads to a situation where curricula
do not reflect the current challenges and needs of
society, and teachers do not always have the
necessary resources or training to teach
effectively in such conditions.
In conclusion, the policy of developing social
consciousness in educational institutions is an
integral part of preparing young people for life in
the modern world. It promotes the development
of informed, responsible and active citizens who
are able to understand and influence the world
around them.
The purpose of the article is to analyze and
improve the policy of formation of social
consciousness during training in higher
educational institutions. At the same time, the
research aspect is focused on the pedagogical
aspect of this issue. The object of the study is the
system of pedagogical training of students,
within the framework of which the development
of social consciousness occurs.
The structure of the article consists of an
introduction, a literature review, a methodology
section, results, discussions and conclusions.
Ivanchuk, S., Kakhiani, Y., Hryboiedova, T., Bilychenko, H., Huzii, I. / Volume 13 - Issue 73: 387-400 / January, 2024
Volume 13 - Issue 73
/ January 2024
389
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Literature review
A detailed literature review is key to scientific
research as it provides the foundation for an in-
depth understanding of the topic and context of
study. A detailed analysis of existing research,
theories and approaches allows not only to
identify the current state of science in the chosen
field, but also to identify gaps in knowledge and
new opportunities for further research. This is
especially important in the context of our study,
which focuses on the policy of developing social
consciousness in education in higher education
institutions, since this topic involves
multifaceted aspects of social sciences,
psychology, pedagogy and educational policy. A
literature review provides valuable information
and insights that will help in preparing a balanced
and informed analysis of the issues under study.
So, Bilan et al. (2017) in their work analyze the
relationship between human capital factors and
compensation by modeling the impact. This
research may be particularly useful for
understanding how educational policies can
shape social consciousness in terms of reward
and motivation in the context of higher
education.
In turn, Martínez-Valdivia et al. (2020) note in
their work the importance of social responsibility
and the preparation of university teachers. This
study is important for understanding how higher
education teacher training influences the
development of students' social consciousness.
Bathmaker et al. (2013) in their study focus on
the influence of social class in the context of
higher education and how students of different
social classes mobilize their capital for success in
higher education. This study is of great
importance for understanding the processes of
formation of social consciousness, since it points
to the importance of understanding social
inequalities in the educational environment.
Pasinringi et al. (2022) highlights the importance
of social support for college students' mental
health. This aspect is key in the formation of
social consciousness, since mental health is
closely related to the ability of students to
actively participate in social life and educational
processes.
In turn, Biasutti et al. (2019)'s study examines
social sustainability and professional
development through an evaluation of an
intercultural education course for in-service
teachers. This study is important for
understanding the effectiveness of pedagogical
methods in developing social consciousness,
especially in the context of cultural diversity.
An interesting study by Kalsoom et al. (2017),
who focus on developing sustainability
consciousness among future teachers around the
world. Thus, this study analyzes the question of
how future teachers perceive and integrate the
concepts of sustainable development into their
educational practices, which are a key aspect of
the formation of social consciousness.
The work of Ochirov (2016) focuses on
developing the professional competence of future
primary school teachers through teaching
practice. This study is important for
understanding how practical experiences during
teaching can influence teachers' ability to shape
the social consciousness of their students.
Wamsler's (2020) study sees sustainability
education as a means of stimulating a more
conscious society and transformation towards
sustainability. The scientist's research focuses on
the importance of integrating the principles of
sustainable development into the educational
process, which is key to the formation of social
consciousness.
Work by Roth et al. (2020) discusses educational
philosophy in a new way, focusing on limitations
and opportunities in modern conditions,
particularly in the context of dignity. This study
highlights the importance of reflection and
critical thinking in developing social
consciousness in education.
Research by Mahmud et al. (2020) presents
mathematical modeling of social consciousness
to control the spread of COVID-19. This study
demonstrates the importance of social awareness
in the context of global challenges, as well as the
importance of integrating scientific approaches
to understanding social processes.
Interesting in the context of our chosen topic is
the work of Chang Zhu (2015), which analyzes
the influence of organizational culture on
innovation supported by technology in higher
education. This study is important for
understanding how organizational aspects can
influence the adoption and effectiveness of
technological innovation in higher education
institutions, which is key to the formation of
social consciousness.
390
www.amazoniainvestiga.info ISSN 2322- 6307
The impact of organizational culture on the
adoption of technological innovations in
education points to the potential of technology in
enhancing social consciousness. Educational
institutions should embrace a culture of
innovation, utilizing technology not only to
improve pedagogical outcomes but also to
engage students in discussions and actions
related to social issues and solutions.
In essence, these implications from the literature
review call for a holistic and integrated approach
to education that places a strong emphasis on
developing social consciousness among students.
This involves not only curricular changes but
also systemic and cultural shifts within
educational institutions, aiming to prepare
students not just for professional success but also
to be active, socially responsible citizens in a
globalized world. In conclusion, the implications
of this literature review for educational practice
are profound and far-reaching. By integrating
these insights into educational policies and
curricula, institutions can play a pivotal role in
shaping socially conscious citizens who are
equipped to address and contribute positively to
societal challenges. This requires a holistic
approach that encompasses the development of
human capital, social responsibility, equity,
mental health support, appreciation for diversity,
sustainable practices, reflective thinking, and
technological innovation within the educational
landscape. Lets build table that summarizes
previous studies (table 1).
Table 1.
Literature review and summarizes previous studies
Authors
Year
Methodology
Results
Limitations
M. et al.-Bathmaker, A
2013
Qualitative
analysis
Identified how students
from different social
classes mobilize their
capitals for success in
higher education
-The study is context
specific and may not be
generalizable to all
educational settings
Bilan, Y. et al.
2017
Quantitative
analysis,
modeling
Analyzed relations and
modeled the influence of
human capital factors on
remuneration, providing
insights into educational
policy implications
Limited by the specific
economic and cultural
the study context in which
was conducted
Biasutti M, Concina E, et al.
2019
Evaluation of
an
intercultural
education
course
Showed positive
outcomes on social
sustainability and
professional -development for in
ervice teacherss
Focuses on a single
questions course, raising
about the applicability to
other contexts or
disciplines
Chang Zhu
2015
Literature
review and
analysis
Highlighted the influence
of organizational culture
enhanced -on technology
innovation in higher
education
The study's conclusions
are drawn from literature
review, which may not
capture the complexity of
world educational -real
environments
Kalsoom, Q. et al.
2017
Survey
Examined sustainability
consciousness among
future teachers, revealing
awareness and
integration of sustainable
development concepts
service -The focus on pre
teachers in Pakistan limits
the study's generalizability
.Valdivia E et al-Martínez
2020
Qualitative
analysis
Emphasized the
importance of social
responsibility in
university teacher
training for fostering
commitment and social
justice in schools
Limited to the context of
the specific educational
systems and cultures
studied
Mahmud, M. S. et al.
2020
Mathematical
modeling
Presented a model
predicting the role of
social consciousness in
19 -controlling COVID
infection spread
The model's assumptions
and parameters may not
fully capture the world -complexities of real
social behavior
Volume 13 - Issue 73
/ January 2024
391
http:// www.amazoniainvestiga.info ISSN 2322- 6307
, G.Ochirov
2016
Qualitative
case study
Discussed the
development of
professional competence
in future primary school
teachers through teaching
practice
The findings are based on
a limited sample,
potentially affecting their
broader applicability
, M. et al.Pasinringi
2022
Correlational
study
Identified the
relationship between
social support and mental
students, health in
underscoring the
importance of social
support systems
The study is specific to
emerging adulthood and
may not represent other
age groups
K. et al. Roth
2022
Philosophical
inquiry
Explored educational
philosophy with a focus
on dignity, highlighting
reflection and critical
thinking in social
consciousness
development
The theoretical nature of
the study may limit its
direct application to
practical educational
settings
Ch. Wamsler
2020
Qualitative
analysis
Discussed how
sustainability education
can stimulate a more
conscious society and
contribute to
sustainability
transformation
The study's scope is
limited to sustainability
education, which may not
cover all aspects of social
consciousness
development
Source: (formed by authors)
Table 2 shows the key gaps in the current
literature of the issue of forming social consciousness during preparation in higher
educational institutions.
Table 2.
Key gaps in the current literature of the issue of forming social consciousness during preparation in higher
educational institutions
Key gap
Essence of the gap
Insufficient analysis of the
interaction between
teaching methods and
sociocultural factors
deep Much of the literature has focused on general teaching strategies without a
understanding of how social and cultural factors influence the effectiveness of
these methods. There is a need for research that specifically examines how
different social conditions, cultural backgrounds, and individual characteristics of
students influence the process of developing social consciousness.
Limitations in the study of
the impact of technological
innovation on social
consciousness
In the modern world, technology plays a key role in the educational process, but
s the literature often does not take into account how the latest technological tool
influence the formation of social consciousness. This concerns both the use of
digital learning tools and the influence of social media and other online platforms
on students' perceptions and values.
Lack of research on the
term impact of -long
educational initiatives on
social consciousness
term results of educational programs, ignoring -Often, research focuses on the short
term impact of these initiatives on students. This creates a gap in -the long
understanding how educational experiences shape the social attitudes and behavior
of graduates in the future
Lack of attention to
individualized learning
approaches
Most research in this area has ignored the importance of individualized learning
approaches. Taking into account the individual characteristics of students, their
needs and social contexts can significantly improve the process of forming social
consciousness, but this aspect often remains underestimated in modern research.
Source: (formed by authors)
Summarizing the literature review, we can draw
an important conclusion that, despite the
significant amount of existing research in the
field of the formation of social consciousness in
the context of higher education, today there are
still significant gaps and shortcomings in this
area. Many aspects, in particular the connection
between pedagogical methods and real changes
in the social consciousness of students, require
additional research and deeper analysis. This
392
www.amazoniainvestiga.info ISSN 2322- 6307
indicates the need to continue scientific research
in this area, with an emphasis on identifying and
filling these gaps, which will ensure a more
effective formation of social consciousness in the
educational process.
Methodology
Entering an era of innovation and complex social
challenges, the use of innovative modeling
methods in scientific research is of particular
relevance. This is especially important in the
field of educational policy, where the complexity
and versatility of processes requires in-depth
analysis and a systematic approach. Innovative
modeling techniques make it possible to
visualize and structure these processes, providing
better understanding and effective planning. For
our research, we chose the IDEF0 method, which
is one of the most effective tools for modeling
business processes and systems. This method is
based on the creation of functional models that
help describe and analyze complex processes and
interactions in organizational structures.
The essence of the IDEF0 method is to develop
diagrams that reflect the functional relationships
within the system. Each diagram consists of
boxes representing individual functions and
arrows showing the flow of data, resources, or
control between those functions. This provides a
clear visual representation of processes and
identifies key system elements.
One of the main advantages of the IDEF0 method
is its flexibility and ability to adapt to different
types of studies. In the context of the formation
of social consciousness in educational
institutions, this method allows for detailed
analysis and optimization of processes, ensuring
effective interaction of various components of
the educational system. Regarding the
component parts of a method, IDEF0 has four
main components: the functions to be performed;
inputs that define the resources needed for
operation; outputs representing the results of
functions; and mechanisms that describe how
functions will be performed. This allows
complex systems to be decomposed into simpler
and more understandable components.
However, there are certain disadvantages in
using the IDEF0 method, in particular its limited
ability to reflect the dynamic aspects of
processes. The method focuses on the static
structure of the system and does not always
adequately convey the changes that occur during
its operation.
In addition, to effectively use IDEF0, you must
have a deep understanding of modeling and
knowledge of the specifics of the field being
studied. This can be a barrier for those using this
method for the first time and also requires
additional time to prepare and analyze models.
Overall, the IDEF0 method is a powerful tool for
process analysis and optimization in our study,
although it requires careful consideration of its
specific features and limitations.
Figure 1 shows the key components of the
method we have chosen in the context of the
issue of forming social consciousness during
preparation in higher educational institutions.
Volume 13 - Issue 73
/ January 2024
393
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Figure 1. The key components of the chosen method in the context of the issue of forming social
consciousness during preparation in higher educational institutions
Source: (formed by authors)
Based on the analysis and application of the
IDEF0 method within the framework of our
study, we can conclude that this method is
optimal for studying the policy of forming social
consciousness in higher educational institutions
in terms of the pedagogical aspect. Its systematic
and structured approach allows you to effectively
visualize and analyze complex processes and
interactions, which is necessary for a deep
understanding of the dynamics and influence of
pedagogical strategies on the formation of social
consciousness. Due to its flexibility and ability to
adapt to the specific conditions and needs of a
particular study, the IDEF0 method becomes an
important tool in the development and
optimization of policies and programs in the
educational field.
The selection process aimed at identifying
educational institutions with pedagogical
programs, given the study's focus on pedagogical
methods. Criteria for selection included
institutions that have implemented initiatives
aimed at developing social consciousness, as
well as a willingness to participate in the study.
The rationale for focusing on students with a
pedagogical profile is to explore the
effectiveness of specific pedagogical strategies in
cultivating social awareness. The methodology's
reliance on a specific modeling method (IDEF0)
and the focus on pedagogical programs might
limit the generalizability of the results to other
contexts or educational strategies.
Results and discussion
The first stage of the methodology we have
chosen will be the use of the goal tree method,
which will be based on identifying the key stages
of improving the policy for the formation of
social consciousness during training in
educational institutions in the context of the
pedagogical aspect (Fig.2).
Definition of
Functions
•In the context of this study, the functions in the IDEF0 method reflect key actions or processes
occurring within the framework of the policy of shaping social consciousness. These may
include processes such as curriculum development, teaching methods, assessing the impact of
teaching strategies on students, introducing innovative approaches to teaching, etc. It is
important to clearly define these functions to understand how they interact and influence the
formation of social consciousness.
Inputs and
Outputs
•Inputs to the IDEF0 method include all resources, information, and materials needed to
perform functions. In the context of the study, this could mean academic materials, teacher
qualifications, student needs and expectations. Inputs are the results of these functions, such as
the level of social awareness of students, changes in approaches to learning, or the results of
evaluating the effectiveness of training programs.
Mechanisms and
Controls
•Mechanisms in the IDEF0 method represent the tools, methods, or procedures used to
perform functions. In the context of research, these could be pedagogical methods, teaching
technologies, and assessment methods. Control elements include various regulations,
standards and policies that regulate the processes of education and the formation of social
consciousness, ensuring their compliance with established goals and standards.
394
www.amazoniainvestiga.info ISSN 2322- 6307
Figure 2. The goal tree model of the key stages of improving the policy for the formation of social
consciousness during training in educational institutions in the context of the pedagogical aspect
Source: (formed by authors)
Thus, Fig. 2 shows a tree of goals, which is a
hierarchical structure that includes main strategic
goals, intermediate tasks and specific actions at
each stage. This tool allows us to clearly define
not only the ultimate goals of developing social
consciousness, but also detailed ways to achieve
them, including analysis of current policies,
development of innovative approaches, testing
and evaluation of new methods, their integration
and continuous monitoring for improvement.
The next key element of the chosen methodology
is the “black box” method, in the context of
which the key basic and auxiliary elements of the
final model will be determined (Fig. 3).
Figure 3. The “black box” model of the key basic and auxiliary elements in process of improving the
policy for the formation of social consciousness during training in educational institutions in the context of
the pedagogical aspect
Source: (formed by authors)
A0
Improving the policy for the formation of social
consciousness during training in educational
institutions in the context of the pedagogical
aspect
Existing
Education
Policy
І1
І2
Regulatory
framework
С1
С2
Educational
Quality Standards
Updated
Educational
Policy
О1
Effectiveness
Reports
О2
М1
Human
resources
Data and
Feedback
М3
Methodological
tools
М2
Institutional
Support
Volume 13 - Issue 73
/ January 2024
395
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Let's take a closer look at each element:
Mechanisms (M):
− M1 (Human resources). Teachers, educators,
educational administrators working on the
development and implementation of
educational programs.
− М2 (Institutional support). Educational
governance structures, such as ministries of
education, university councils and other
education authorities, providing the necessary
resources, political support and strategic
guidance to introduce and support innovative
pedagogical approaches and policies.
− M3 (Methodological tools). tools for analysis,
evaluation and implementation of educational
innovations, including technology platforms.
Inputs (I):
− I1 (Existing Education Policy). Current
policies and practices requiring analysis and
improvement.
− I2 (Data and Feedback). Information about the
effectiveness of existing approaches obtained
from students, teachers and other stakeholders.
Outputs (O):
− O1 (Updated Educational Policy). Improved
teaching strategies and methods to better
develop social consciousness.
− O2 (Effectiveness Reports). Analytical reports
and evaluations demonstrating the results of
changes introduced and their impact on the
educational process.
Control elements (C):
− C1 (Regulatory framework). Legislative and
regulatory acts governing the educational
process and policy.
− C2 (Educational Quality Standards). Criteria
and standards that determine the quality of
educational programs and teaching activities.
Having formed a tree of goals and a “black box”
model, the next final stage in our research will be
the creation of a decomposition to achieve the key
goal - improving the policy for the formation of
social consciousness during training in educational
institutions in the pedagogical aspect (Figure 4).
396
www.amazoniainvestiga.info ISSN 2322- 6307
Figure 4. Decomposition of achieving the key goal - improving the policy of forming social consciousness
during training in educational institutions in the context of the pedagogical aspect.
Source: (formed by authors)
Let's consider each stage in more detail.
A1. Analysis of existing policies and practices.
The essence of this stage is an in-depth study and
assessment of current educational policies and
methods used to form social consciousness. This
includes analyzing effectiveness, identifying
shortcomings in approaches, and examining how
well they promote critical thinking, social
responsibility, and civic engagement among
students.
A2. Development of innovative approaches. At
this stage, new, more effective teaching
strategies and methods are created. This may
include integrating emerging technologies,
developing interdisciplinary courses, and
introducing project-based learning to promote
social awareness.
A3.Testing and evaluation of new methods. This
stage involves the practical implementation of
the developed methods in selective conditions to
assess effectiveness. It is important to collect
feedback from participants in the educational
process, analyze data and adjust methods in
accordance with the results obtained.
A4.Integration and implementation of changes.
Once effectiveness has been tested and necessary
adjustments have been made, new methods are
integrated into the broader educational context.
This means changing or adapting curricula,
Volume 13 - Issue 73
/ January 2024
397
http:// www.amazoniainvestiga.info ISSN 2322- 6307
teaching and assessment methods, and providing
teacher training.
A5.Monitoring and Continuous Improvement.
The last stage includes continuous monitoring of
the implemented changes and their impact on the
educational process and students. This involves
regularly collecting and analyzing data and
making further adjustments to continuously
improve the effectiveness of social awareness
policies.
Having carefully applied the IDEF0 method to
formulate models for improving social
consciousness training policies in higher
education, with a focus on the pedagogical
aspect, the next critical step is to compare the
findings with existing evidence in the scientific
literature. This approach allows us to not only
determine the extent to which our models
correspond to actual trends and practices used in
higher education, but also to identify potential
areas for further research and development. Such
a comparative study provides a deeper
understanding of the effectiveness of the
developed models and their practical
applicability in the modern educational context.
Thus, Pearce & Wood's (2019) study focuses on
developing an assessment framework for
working with student voice in schools. This work
explores how student voice can be integrated into
the educational process to transform and enhance
learning. Our study differs from their approach
because we focus not only on assessing the role
of student voice in schools, but also on the
integration of innovative pedagogical methods,
such as the IDEF0 method, to optimize the
process of creating social consciousness.
The work of Kromydas (2017) rethinks higher
education and its relationship with social
inequalities, focusing on the historical and
current state of knowledge and the potential for
future development in this area. Our research
extends the analysis of higher education and its
relationship with social inequalities by providing
specific methodological tools and models for
improving educational policy, distinct from
Kromydas's general analytical approach.
An interesting study by Boluda-Verdu et al.
(2022). This systematic review explores eco-
consciousness and its impact on health by
analyzing how fear for the future and
environmental concerns affect the psychological
well-being of college students. Compared to their
systematic review on eco-axis, our study focuses
on a broader range of social consciousness
issues, including the development of pedagogical
strategies to influence these issues.
At the same time, Colás-Bravo et al. (2018)
consider the processes of identifying the level of
sustainability consciousness of teachers in the
preparation process through e-portfolios,
pointing out the importance of integrating
persistence into educational practice. Our
approach to assessing teachers' resilience is more
comprehensive because we integrate tools to
analyze and optimize teaching practices at a
deeper level than their study.
Similar to the study by Fogelgarn et al. (2021):
The study focuses on the use of cues as a
pedagogical strategy to promote procedural
behavior, analyzing how such an approach can
influence student behavior. Our study
complements their study of teaching strategies by
proposing the IDEF0 method as a means of more
systematic and structured analysis of the
effectiveness of teaching practices.
Arora & Srinivansen (2020) analyze the impact
of the COVID-19 pandemic on teaching in higher
education, focusing on the challenges and
changes facing educators. Our research goes
beyond their analysis of the pandemic's impact
on learning by providing a broader context of
challenges and opportunities in higher education.
Shevchenko et al. (2019) in their work explores
the development of a system to improve the
readiness of future teachers for the spiritual and
moral development of students in a multicultural
space. Our work adds to their research on pre-
service teachers' readiness for children's spiritual
and moral development by offering new
methodological approaches and practical tools.
Also in the work of Orchard et al. (2016) focus
on developing new teachers through applied
moral decision making, using philosophy as a
tool for teacher preparation. Compared to their
study of philosophy for teachers, our study
proposes a more extensive approach to the
development of pedagogical strategies, in
particular the use of the IDEF0 method for
deeper analysis and improvement of educational
processes.
In a study by Melnychuk et al. (2022) focuses on
the importance of protecting children's rights in
the context of armed conflicts and the challenges
facing government authorities. This source is
useful for understanding the role of educational
398
www.amazoniainvestiga.info ISSN 2322- 6307
institutions in shaping social consciousness, in
particular with regard to human rights and the
protection of children's rights in crisis situations.
Our research covers a wider range of educational
issues, not limited only to the protection of
children's rights in conflict situations, but
focusing on the general formation of social
consciousness. We integrate innovative
pedagogical approaches and methodologies, in
particular the IDEF0 method, for the
development and implementation of educational
policies.
Having analyzed the results of our study and
compared them with data from other literary
sources, it can be argued that our research is
extremely relevant and brings significant
scientific novelty to the field of policy for the
formation of social consciousness in higher
educational institutions. We not only identified
new aspects and perspectives for understanding
the pedagogical process of forming social
consciousness, but also proposed innovative
approaches and methodologies that can be
applied to improve educational practices. Our
work opens up new opportunities for further
research and development in this important area,
contributing to the creation of more effective and
responsible educational strategies.
Conclusions
Summarizing the consideration of the topic of the
formation of social consciousness in the process
of education, it is important to note that this area
is extremely relevant and complex. The policy of
forming social consciousness in educational
institutions is crucial for the development of
modern society, since it affects the preparation of
the younger generation for life and active
participation in social processes.
However, an analysis of the current state of this
area reveals a number of problems and
challenges. In particular, the lack of socio-
economic and cultural factors in the development
of educational programs often leads to a gap
between theoretical knowledge and its practical
application. This situation limits the ability of
students to develop a deep understanding and
critical analysis of social phenomena.
Another important aspect is the lack of attention
to the individual needs and characteristics of
students. A variety of cultural, social and
personal factors require teachers to be able to
individualize approaches to teaching, which is
often left unaddressed in the educational process.
Also worth noting is the problem of integrating
social consciousness into the general educational
process. It is often seen as an additional aspect
rather than as an integral part of the educational
program. This results in students not acquiring
systematic knowledge and skills to understand
and interact with the social world.
In conclusion, the analysis shows that for the
effective formation of social consciousness, an
integrated approach is required, including both
updating curriculum and training of teaching
staff, as well as creating conditions for the
practical application of theoretical knowledge in
real life. This is the only way to achieve
significant changes in the formation of the social
consciousness of the younger generation.
During our research, we applied the IDEF0
method to create detailed models of the policy
stages of social consciousness formation in the
training process in educational institutions,
especially focusing on the pedagogical aspect.
This method allowed us to clearly define and
structure the key functions and processes
included in the scope of the policy for the
formation of social consciousness. The use of
IDEF0 contributed to the creation of visually
understandable models illustrating the
relationships between different stages and
participants in the educational process.
The scientific novelty of our approach lies in the
application of IDEF0 in the context of
educational policy, which has not previously
been widely considered in the literature. This
allowed for a deeper analysis and understanding
of the complex interactions and dependencies
occurring at different levels of the educational
system. Our model provides new tools for
assessing and planning educational policies that
may be useful for educational professionals,
policymakers, and researchers.
At the same time, there are certain limitations
associated with using the IDEF0 method in this
context. Although this method is effective for
visualizing and structuring processes, it may not
fully capture the dynamics and complexity of
social interactions that play an important role in
the formation of social consciousness. Thus, our
model should be considered as one of the
analytical tools that requires complementation
with other methods and approaches to understand
this multifaceted field.
Volume 13 - Issue 73
/ January 2024
399
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Bibliographic references
Arora, A. K., & Srinivansen, R. (2020). Impact
of pandemic COVID-19 on the teaching-
learning process: A study of higher education
teachers. Parabandhan: Indian Journal of
Management, 13(4), 43-56.
https://doi.org/10.17010/pijom/2020/v13i4/1
51825
Bathmaker, A-M., Ingram, N., & Waller, R.
(2013). Higher education, social class and the
mobilisation of capitals: recognising and
playing the game, British Journal of
Sociology of Education, 34(5-6), 723-743,
https://doi.org/10.1080/01425692.2013.8160
41
Bilan, Y., Mishchuk, H., & Dzhyhar, T. (2017).
Human capital factors and remuneration:
analysis of relations, modelling of influence.
Business: Theory and Practice, 18, 208-214.
https://doi.org/10.3846/btp.2017.022
Biasutti, M., Concina, E., & Frate, S. (2019).
Social Sustainability and Professional
Development: Assessing a Training Course
on Intercultural Education for In-Service
Teachers. Sustainability, 11(5), 12-38.
https://doi.org/10.3390/su11051238
Boluda-Verdu, I., Senent-Valero, M.,
Casas-Escolano, M., Matijasevich, A., &
Pastor-Valero, M. (2022). Fear for the Future:
Eco-Anxiety and Health Implications, a
Systematic Review. Journal Environ.
Psychol., 84, 101904.
https://doi.org/10.1016/j.jenvp.2022.101904
Colás-Bravo, P., Magnoler, P., &
Conde-Jiménez, J. (2018). Identification of
Levels of Sustainable Consciousness of
Teachers in Training through an E-Portfolio.
Sustainability, 10(10), 3700.
https://doi.org/10.3390/su10103700
Chang, Z. (2015). Organisational culture and
technology-enhanced innovation in higher
education. Technology, Pedagogy and
Education, 24(1), 65-79,
https://doi.org/10.1080/1475939X.2013.822
414
Fogelgarn, R. K., Burns, E. A., & Lewis, R.
(2021). Hinting as a pedagogical strategy to
promote prosocial behaviour. Educational
Action Research, 29, 755-771.
https://doi.org/10.1080/09650792.2020.1743
333
Kalsoom, Q., Khanam, A., & Quraishi, U.
(2017). Sustainability consciousness of pre-
service teachers in Pakistan. International
Journal of Sustainability in Higher
Education, 18(7), 1090-1107.
https://doi.org/10.1108/IJSHE-11-2016-0218
Kromydas, T. (2017). Rethinking higher
education and its relationship with social
inequalities: past knowledge, present state
and future potential. Palgrave Commun, 3, 1.
https://doi.org/10.1057/s41599-017-0001-8
Mahmud, M. S., Kamrujjaman, M., Jubyrea, J.,
Islam, M. S., & Islam, M. S. (2020).
Quarantine vs Social Consciousness: A
Prediction to Control COVID-19 Infection.
Journal of Applied Life Sciences
International, 23(3), 20-27.
https://doi.org/10.9734/jalsi/2020/v23i33015
0
Martínez-Valdivia, E, Pegalajar-Palomino,
MdC, & Burgos-García, A. (2020). Social
Responsibility and University Teacher
Training: Keys to Commitment and Social
Justice into Schools. Sustainability, 12(15),
6179. https://doi.org/10.3390/su12156179
Melnychuk, O., Yaremenko, O., Kronivets, T.,
Opolska, N., & Overkovska, T. (2022).
Protecting the rights of children in the armed
conflict: the tasks before the state
government. Amazonia Investiga, 11(60),
32-38.
https://doi.org/10.34069/AI/2022.60.12.3
Ochirov, G. (2016). Formation of professional
competence of the future teachers of initial
classes by student teaching means. Historical
and social-educational ideas, 8, 205-208.
https://doi.org/10.17748/2075-9908-2016-8-
1/2-205-208
Orchard, J., Heilbronn, R., & Winstanley, C.
(2016). Philosophy for Teachers (P4T):
Developing new teachers’ applied ethical-
decision making. Ethics and Education,
11(1), 42-54.
https://doi.org/10.1080/17449642.2016.1145
495
Pasinringi, M., Vanessa, A. A., & Sandy, G.
(2022). The relationship between social
support and mental health degrees in
emerging adulthood of students. Golden
Ratio Soc. Sci. Educ., 2, 12-23.
https://doi.org/10.52970/grsse.v2i1.162
Pearce, T. C., & Wood, B. E. (2019). Education
for transformation: An evaluative framework
to guide student voice work in schools.
Critical Studies in Education, 60(1),
113-130.
https://doi.org/10.1080/17508487.2016.1219
959
Roth, K., Mollvik, L., Alshoufani, R., Adami, R.,
Dineen, K., Majlesi, F., Peters M., &
Tesar, M. (2022). Philosophy of education in
a new key: Constraints and possibilities in
present times with regard to dignity.
Educational Philosophy and Theory,
400
www.amazoniainvestiga.info ISSN 2322- 6307
https://doi.org/10.1080/00131857.2020.1851
189
Shevchenko, Y., Moskalyova, L., Kanarova, O.,
& Poznanska, O. (2019). Development of a
System for Improving Future Teachers’
Readiness for the Child’s Spiritual and Moral
Development in a Cross-Cultural Space.
Journal of History Culture and Art Research,
8(4), 251-261.
http://dx.doi.org/10.7596/taksad.v8i4.2352
Wamsler, Ch. (2020). transformation towards
sustainability. International Journal of
Sustainability in Higher Education, 21(1),
112-130. https://doi.org/10.1108/IJSHE-04-
2019-0152