Features of the Development of the Ethnocultural Component of General Education in the Kabardino-Balkarian Republic: Regulatory and Theoretical Aspects

Relevance. The article considers the theoretical basis for the development of ethnocultural education in the system of general education of the Kabardino-Balkarian Republic, identifies problem areas, and emphasizes promising directions for further development of ethnocultural education. This topic is relevant in connection with the need to form patriotic education and spiritual and moral values in the younger generation. Ethnocultural education is a universal tool for the formation of these competencies in the younger generation. In addition, the development of ethnocultural education system has not been studied from the perspective of current normative documents within the framework of the FSES renewal and the introduction of FBEP (Federal Basic Educational Program), which confirms the relevance of the article.

The aim of the article is to identify and reveal the features of the ethnocultural component development of general education in the Kabardino-Balkarian Republic: regulatory, legal and theoretical aspects.

Methodology. To fulfill the purpose of the research the article used the analysis of regulatory documentation, scientific literature, deductive method, comparison and synthesis of information. To conduct the empirical part of the study, a questionnaire survey was carried out on the forms of teaching ethnocultural historical component in all schools of the region.

Scientific novelty / theoretical and/or practical significance. The study identifies and reveals the peculiarities of the development of the ethnocultural component of general education in the Kabardino-Balkarian Republic in regulatory and theoretical aspects. Taking into account the analysis of changes in regulatory documentation and the results of research, it can be concluded that ethnocultural education in general education means a universal mechanism of the education system aimed at introducing the younger generation to the values of ethnic culture, knowledge of native languages, literature, history, geography and culture in order to master spiritual values and the culture of the multinational peoples of the country. In addition, a comprehensive analysis of the regulatory framework for the implementation of ethnocultural education was carried out, models of the implementation of ethnocultural education in the country were considered; the experience of the Kabardino-Balkarian Republic region in the implementation of ethnocultural component subjects in the general education system was analyzed. Deficiencies associated with the development of ethnocultural education have also been identified, such as:

– the lack of unified approaches to structuring the educational process in general education in ethnocultural subjects;

– lack of a regulatory approved concept of teaching ethnocultural subjects;

– decrease in the quality of learning outcomes in ethnocultural subjects;

– the lack of unified mechanisms for the diagnostics and monitoring of knowledge on ethnocultural subjects.

Results. The peculiarities of the development of the ethnocultural component of general education in the Kabardino-Balkarian Republic in regulatory and theoretical aspects are revealed. A comprehensive analysis of the regulatory framework and scientific literature on the issues of ethnocultural development was carried out, which made it possible to identify deficiencies that hinder the qualitative development of the subjects of the ethnocultural component; strengths that are promising for further development were summarized. These include the justification of the need for further development of ethnocultural education in the basic strategic documents; the possibility of including ethnocultural subjects in the part formed by participants in educational relations of federal curricula of educational organizations; purposeful work in the regions to update the EMC (Educational and methodical complex) in ethnocultural subjects, etc.

Conclusion. For the qualitative development of ethnocultural education in the country, the foundations have been laid in the regulatory framework governing the educational process in general education. Since September 2023, all educational organizations of general education are switching to federal educational programs, which provide an opportunity for the implementation of ethnocultural requests of students. Federal curricula provide for the possibility of redistributing hours and strengthening the ethnocultural part of the educational process. Consequently, this work can be purposefully developed and brought to a new qualitative level at the regional level by adjusting unified approaches to teaching ethnocultural subjects. To this end, it is necessary to develop common concepts, publish methodological recommendations based on common approaches and the principle of continuity. In addition, it is necessary to strengthen the part associated with a comprehensive system of assessment of subject, meta-subject and personal learning outcomes of schoolchildren in these subjects.

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