Кузнецова Оксана ВікторівнаKuznetsova Oksana Viktorivna2025-02-202025-02-202024Кузнецова О. Конкретно науковий рівень методологічних підходів до розкриття проблеми дослідження полікультурного виховання майбутніх бакалаврів початкової освіти [Текст] / О. Кузнецова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 6 (140). – С. 29–39. – DOI: 10.24139/2312‐5993/2024.06/029‐039https://repository.sspu.edu.ua/handle/123456789/16510У даній статті висвітлено психолого‐педагогічний аналіз конкретнонаукового рівня методологічних підходів до розкриття проблеми дослідження полікультурного виховання майбутніх бакалаврів початкової освіти. З цією метою визначено такі конкретнонаукові підходи: культурологічний, діяльнісний, компетентнісний, середовищний підхід. Адже, у процесі полікультурного виховання у закладах вищої освіти через особистісну та духовну взаємодію відбувається формування толерантності та поваги до культурного й етнічного різноманіття. Цей процес базується на усвідомленні власної національної ідентичності, а також на засвоєнні цінностей, поглядів і переконань, які сприяють розумінню важливості гармонійного співіснування в полікультурному суспільстві.This article highlights the psychological and pedagogical analysis of the specific scientific level of methodological approaches to the problem of researching the multicultural education of future bachelors of primary education. For this purpose, the following specific scientific approaches are identified: cultural, activity, competence, and environmental approaches. The study found that the methodological basis of scientific knowledge is a key condition for the accurate formulation of scientific problems, taking into account current trends and stages of development of knowledge. It helps to improve the quality of research work by providing scientists with the necessary tools to solve their tasks. Despite the fact that each methodological approach has a certain autonomy and can be used at different levels of research, it is not able to provide a complete and comprehensive justification of scientific work. Therefore, in order to achieve research goals in the study of complex systems, such as educational systems in general and multicultural education of future bachelors of primary education in particular, it is advisable to apply a set of hierarchically interrelated methodological approaches. Each methodological approach can be associated with the appropriate level of scientific methodology, which contributes to its effective use in specific scientific research and allows taking into account the characteristics of different levels of cognitive activity. The study of a significant array of scientific and pedagogical sources confirms that the most common is the generally accepted four‐level classification of methodology: Level 1 ‐ fundamental (philosophical); Level 2 ‐ general scientific; Level 3 ‐ specific scientific; Level 4 ‐ technological. In our study, we will also rely on this four‐level classification, given its widespread use and recognition in the scientific and pedagogical environment. It has been established that when studying methodological approaches to solving the problem of multicultural education of future bachelors of primary education, it is necessary to emphasize the importance of the specific scientific level of methodology. This level will not only contribute to the achievement of the goals and objectives of the study, but will also become the basis for determining the direction of development of the author's model of the system of multicultural education of future bachelors of primary education. The specific scientific methodological approaches to the study of multicultural education of future bachelors of primary education are: cultural, activity, competence, and environmental. It is substantiated that the modern educational system is based on a cultural basis, which emphasizes the inextricable link between personality and culture. This connection is manifested in the formation of moral, spiritual and national values, which become the basis for the development of a harmonious and conscious personality. The cultural approach plays a key role in this process, allowing us to consider future bachelors of primary education as active cultural subjects capable of influencing the development of society. This emphasizes the importance of applying the cultural approach in the multicultural education of future bachelors of primary education, aimed at forming their ability to interact in a multicultural environment. It has been determined that the use of the environmental approach in the study of multicultural education of future bachelors of primary education allows emphasizing the importance of the deep and complex influence of the multicultural educational environment. This approach will contribute to the comprehensive development of the future specialist's personality, creating favorable conditions for his/her self‐development and self‐improvement. Thanks to this approach, the ability to actively adapt to the conditions of a modern multicultural society, which seeks a harmonious combination of national and world cultural traditions, as well as aims to preserve and strengthen spiritual and national values, will be formed. The importance of applying a competency‐based approach is revealed, which will open up the possibility of considering the process of forming multicultural competence of future bachelors of primary education as an integration of theoretical knowledge, practical skills and abilities necessary for effective interethnic and intercultural interaction. At the same time, special emphasis is placed on the awareness of one's own national identity, which contributes to the harmonious combination of personal development with socio‐cultural integration in a multicultural environment. It is proved that in the development of a system of multicultural education of future bachelors of primary education, the activity approach will occupy a central place. It will be an important element of the professionally oriented component of the conceptual model of the studied process. The application of this approach in the educational and upbringing activities of higher pedagogical education institutions will help enrich this process with new multicultural values, semantic accents and meanings necessary for the formation of professional readiness to work in a multicultural environment. Taking into account the above, it is concluded that the application of these approaches will contribute to the effective achievement of the goals and objectives set in the study. They will also be the key to the formation of the main direction that will form the basis for the development of the author's model of the system of multicultural education of future bachelors of primary education. This will ensure its scientific validity and facilitate its practical implementation in the modern educational environment.ukполікультурне вихованняконкретнонауковий рівеньметодологічні підходимайбутні бакалаври початкової освітикультурологічний підхіддіяльнісний підхідкомпетентнісний підхідсередовищний підхідmulticultural educationspecific scientific levelmethodological approachesfuture bachelors of primary educationcultural approachactivity approachcompetence approachenvironmental approachArticle0000‐0003‐4224‐559410.24139/2312‐5993/2024.06/029‐039