Nabokova A. Axiological determinants of the development of civic competence among higher education students: Philosophical dimension

The study's relevance stems from the issue of modernization in higher education, which fails to fully realize and apply the methodological potential of philosophy's axiological, critical, and reflective components, particularly in the development of civic competence among higher education students. At the same time, a review of the literature reveals the existence of various theories, perspectives, and experiences with social and personal practices of civic learning. The study's goal is to identify and validate the constructive potential of the axiological determinant of civic competence development in higher education students during their professional training. The axiology of civic knowledge is created in the scientific and educational process using philosophical and general scientific approaches, functional and logical methodologies, and cognitive procedures to ensure the essential value constants of societal civic culture. In the context of the achievements of modern philosophical science and the educational challenges of today, the principles of the axiological determinants of the development of civic competence of higher education students are substantiated. The subject field of the problem of the development of civic competence of higher education students in the conditions of the Ukrainian present is established, social demands and factors of actualization of the development of civic competence of Ukrainian youth on the principles and values ​​of an open democratic society and civic responsibility of the individual are established. The contradictions of the process of development of civic competence of Homo educandus are determined, influential factors of its value sense-making and peculiarities of the modern worldview and attitude to civic growth are revealed; the role of philosophy in directing pedagogical research to create a "picture" of civic unity, which unfolds around the significance of norms, rules, ideals, and values ​​is substantiated.