Social competence and historical literacy: the interconnection and ways of formation in the higher education process

• Published in: Педагогика и просвещение no. 2; pp. 67 - 77
• Main Author: Molchanova, Elena Gennad'evna
• Format: Journal Article
• Language: English
• Published: 01.02.2025
• ISSN: 2454-0676; 2454-0676
• DOI: 10.7256/2454-0676.2025.2.74978

The subject of the research is the theoretical justification of the relationship between historical literacy and social competence of university students, as well as the development and justification of specific pedagogical pathways for their integrated formation. The author investigates how historical literacy serves as a cognitive and value-semantic foundation for the development of social competence qualities through the analysis of sources, working with narratives, awareness of the historical roots of norms, and studying transformations. The practical part of the subject includes the development of active methods (problem-oriented seminars on cases, critical work with sources, academic discussions, interdisciplinary projects, reflexive practices) and determining the conditions for their effective implementation (teacher preparation, student motivation, integration into programs, assessment system) in the educational process of higher education institutions. The research is based on the analysis of interdisciplinary literature (pedagogy, psychology, methodology of history) and pedagogical modeling to develop pathways for integrating the formation of targeted competencies into the educational process. The scientific novelty of the research is defined by the formulation of the problem: a comprehensive theoretical justification of the relationship between historical literacy and social competence of university students, specifying the mechanisms of this influence on its cognitive, communicative, value, and adaptive components. The practical novelty is presented through the development and systematization of pedagogical pathways for realizing this connection through active methods: problem-oriented seminars with modern parallels, in-depth critical work with sources, structured academic discussions, interdisciplinary research projects, and systematic reflexive practices. The main conclusions confirm that historical literacy serves as a necessary cognitive and value-semantic platform for social competence. The effective formation of both competencies requires a transition from traditional lectures to active, interactive, and reflexive technologies integrated into study programs. The success of this work depends on systemic conditions: teacher preparation, student motivation through demonstrating the practical value of history, integration of methods into programs, and the development of adequate assessment criteria. Thus, the purposeful development of historical literacy through modern methods is a strategic resource for preparing socially responsible, adaptive, and critically thinking specialists.