UDC 378

Amurskaya O.I.¹ (Ryazan, Russian Federation) – o.amurskaya@rsu-rzn.ru; Morozova O.S.¹ (Ryazan, Russian Federation) – o.morozova@rsu-rzn.ru; Popova E.V.¹ (Ryazan, Russian Federation) – e.popova@rsu-rzn.ru

¹Ryazan State University named after S. A. Esenin

Abstract. The introduction of the discipline “Fundamentals of Russian Statehood” into the educational framework of higher education institutions has highlighted the need to transform its measurable educational outcomes. The focus is not only on educating students about state institutions, but also on fostering their civic engagement, which involves moving from passive acceptance of norms to becoming active participants in social action. This study aims to verify the hypothesis that there is a correlation between the use of contextual and interactive pedagogical technologies in the educational process and the level of development of this civic engagement, as well as to conceptualize the category of “practices of influence” as a key didactic construct. The methodological framework of the study integrates the provisions of social constructivism, the competence-based and subject-activity approaches. The empirical basis was formed by the data of the questionnaire survey, subjected to frequency and correlation analysis. The results demonstrate the dominance of the respondents’ request for instrumental knowledge, directly related to the possibilities of the implementation of the civil status. Empirically, the hierarchy of “practices of influence” is revealed: from the reflexive-analytical level (case studies) through the communicative-simulation level (meetings, role-playing games) to the activity level (project development). It has been established that the most significant factor determining the readiness for prosocial activity is the regional (local) contextualization of the course content. Thus, the effectiveness of the discipline in the formation of civic subjectivity is determined not by the intensification of the information flow, but by the design of educational situations that ensure immersion in the current social context and the testing of influence models. The obtained data justify the need to develop differentiated methodological trajectories that take into account the initial cognitive and motivational profile of students.

Keywords: oundations of Russian statehood, social architecture, educational policy, civic identity, value-oriented education, contextualization of knowledge, university course, civic education, higher education.

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For citation: Amurskaya, O. I., Morozova, O. S., & Popova, E. V. (2026). Contextualization, interactive methods and “influence practices” in the formation of an active civic position of university students. CITISE, 1, 705–720. (In Russian).