The Pedagogical Potential of Retro-Innovations in the Formation of Historical Memory and Civil Identity of the Youth

Aim. To reveal the pedagogical potential of retro-innovations as a mechanism for the formation of historical memory and civic identity of young people and to substantiate the organisational and pedagogical conditions for their productive application in the educational process of schools and universities.

Methodology. Cultural-historical and axiological approaches, as well as the principle of historicism, which considers pedagogical phenomena in their development and socio-cultural context, served as a theoretical base of the research. The main methods used were theoretical analysis and synthesis of pedagogical, historical-pedagogical, philosophical, and psychological literature, comparative analysis of past and present educational practices, generalisation and systematization of empirical data, and pedagogical modelling.

Results. The concept of “retro-innovation” has been clarified in relation to civic and patriotic education, and its relationship with related categories of tradition, restoration, borrowing, and retrogression has been determined. Five pedagogical functions of retro-innovations have been identified and characterized: memorial, value-semantic, identification, communicative, and activity-based. A typology of retro-innovative practices based on the nature of the heritage and the leading activity has been proposed. A structural and functional model of their use has been developed, including a target, content, technological, and resultant component. Five conditions for effectiveness have been formulated.

Research implications. The theoretical significance lies in enriching the conceptual apparatus of the theory of education and in substantiating retro-innovation as an independent pedagogical category. The practical significance is determined by the possibility of using the proposed model and conditions by teachers, methodologists, and organizers of educational work in the design of programs for the formation of historical memory and civic identity.

Conclusions. Retro-innovations have a significant, but insufficiently implemented, pedagogical potential; their effectiveness is ensured not by the mechanical reproduction of the forms of the past, but by their critical rethinking, value-based content, and the inclusion of young people in active activities to master the heritage.

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