THE EDUCATIONAL ENVIRONMENT OF A LYCEUM WITH ENHANCED MILITARY AND PHYSICAL TRAINING AS A FACTOR IN FORMING THE CIVIC AND PATRIOTIC POSITION OF LYCEUM STUDENTS UNDER THE CONDITIONS OF THE RUSSIAN-UKRAINIAN WAR

Abstract

The article theoretically substantiates the role of the educational environment of a lyceum with enhanced military and physical training in forming the civic and patriotic position of lyceum students in the context of the russian-Ukrainian war. The relevance of the study is determined by the need to integrate civic, national-patriotic and military-patriotic education of students, as well as to develop Ukrainian national and civic identity, defence consciousness, civic responsibility, critical thinking and readiness to act in the interests of the state. The purpose of the article is to reveal the educational environment of a military-oriented lyceum as an integrated pedagogical system in which educational content, military and physical training, historical and memorial work, socially useful practice, information security, reflection and veteran mentoring interact as mutually reinforcing factors of educational influence. The methodological basis of the study includes analysis of scientific literature, legal and regulatory analysis, systematisation, generalisation, comparative-pedagogical analysis and structural-functional analysis. It is substantiated that the integrated course “Defence of Ukraine” serves as the content-related and practical core of civic-patriotic and military-patriotic education, as it combines knowledge about national security and state defence with practical skills necessary for responsible behaviour under modern threats. Special attention is paid to the involvement of war veterans in teaching the course “Defence of Ukraine” as a factor that strengthens the practical orientation, value-based content and educational potential of the learning process. Five key components of the lyceum educational environment are identified: value-identification, educational-content, military-applied and physical, social-practical and mentoring, and information-reflective components. The article concludes that the effectiveness of forming the civic and patriotic position of lyceum students depends on the integrity, systematic character and practical orientation of the educational environment, as well as on the institution’s ability to develop not declarative patriotism, but conscious civic responsibility, defence consciousness and readiness to defend Ukraine.