Abstract:

The article provides a theoretical justification of the role of social pedagogy in the formation of learners’ civic competence in the context of contemporary educational transformations. The study analyzes approaches of Ukrainian scholars to understanding civic competence as an integrated educational outcome that combines cognitive, value-based, and activity-oriented components. It is shown that the formation of civic competence requires not only the acquisition of social knowledge but also the development of experience in social interaction, responsible behavior, and participation in community life. The potential of social pedagogy is revealed as a factor that integrates educational, developmental, and socialization influences within the educational environment. It is substantiated that socio-pedagogical activity contributes to the formation of civic identity, the development of social responsibility, and readiness for constructive interaction within a community. Based on the generalization of Ukrainian social pedagogy concepts and civic education approaches, sociopedagogical mechanisms of civic competence formation are systematized, including social integration, socio-pedagogical support, social partnership, and the acquisition of social experience. The study proves that the coordinated application of these mechanisms ensures the transition from formally defined educational outcomes to real experience of civic participation. It is emphasized that social pedagogy acts as an integrating factor in civic competence formation, as it connects the educational process with the social environment and promotes the development of civic maturity of the individual. 

Keywords: social pedagogy; civic competence; personality socialization; educational environment; socio-pedagogical activity; civic education; social integration.  

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