UDC 371

Sitnikova N.V.¹ (Yakutsk, Russian Federation) – nsitni@rambler.ru

¹Federal Institute of Native Languages of the Peoples of the Russian Federation

Abstract. The relevance of this study stems from the need to preserve and develop the humanistic foundations of pedagogical activity in the context of the nomadic and semi-nomadic lifestyles of the indigenous peoples of the North, Siberia, and the Far East. Given their remoteness, social isolation, and limited professional communication, the value-semantic dimension of a teacher’s personality is particularly important. The aim of the study is to identify and substantiate the organizational and pedagogical conditions for the development of existential-humanistic values ​​(EHSV) among nomadic teachers. The methodological framework utilizes person-centered, system-activity-based, indigenous, and transdisciplinary approaches, providing a holistic approach to the professional and personal development of teachers within the context of nomadic education. During the pilot study involving 140 teachers, the diagnostic methods “Value Orientations” by M. Rokich, “Existence Scale” by A. Längle and K. Orgler, and the SAMOAL questionnaire by A. V. Lazukin were used. Based on the theoretical justification and experimental testing, a conclusion was reached regarding the effective implementation of the general pedagogical conditions for the development of nomadic teachers’ EGZT within the systemic unity of these values. This is confirmed by the teachers’ active participation, the development of their intellectual, experimental, and expert skills, and resulted in a positive impact on pedagogical activity, taking into account the specifics of nomadic education. The scientific novelty of this study lies in its substantiation of the systemic unity of existentially and humanistically significant values ​​as a factor in improving the quality of nomadic education. The practical significance lies in the possibility of using the obtained findings in the development of programs for additional professional education, methodological support for nomadic teachers, and the design of models for the humanization of education in conditions of socio-cultural and territorial isolation.

Keywords: indigenous peoples of the North, Siberia and the Far East; nomadic teachers, additional pedagogical education; circumpolar sociocultural system, existentially humanistically significant values, value-semantic space, experimental work; personality-centered, system-activity, indigenous, trans-disciplinary approaches; facilitation interaction, terminal and instrumental values.

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For citation: Sitnikova, N. V. (2026). Existentially and humanistically significant values of nomadic teachers: Organizational and pedagogical conditions of development. CITISE, 1, 404–413.