Development of national self-awareness in students of life sciences universities through non-formal education

The purpose of the study was to substantiate the pedagogical foundations and outline effective forms and methods of non-formal education aimed at developing the national identity of students of life sciences universities, considering contemporary challenges, intercultural context, and specific features of professional training of future specialists in agriculture and natural sciences. The authors substantiated the relevance of the subject matter in the context of contemporary socio-political challenges, which require young people to possess a high level of national self-awareness, civic maturity, and an active life stance. Key stages in the development of non-formal education as a recent phenomenon were identified (concept formation, institutionalisation, and the present state). The paper emphasised that in the context of modernity, non-formal education was perceived as a flexible, practice-oriented form of acquiring knowledge, skills, and competencies. It had an equally significant impact on shaping the identity of a citizen and a member of society as formal education does – especially in terms of the development and reevaluation of values, social communication skills, and national consciousness. Special attention was given to the opportunities and potential of non-formal education as an effective means of patriotic upbringing and the development of national self-awareness, the preservation of national identity, and the establishment of an active civic stance. Based on the analysis of scientific literature, the concept of “non-formal education” was examined, the main characteristics of this phenomenon were revealed, and its potential was outlined. Contemporary approaches to organising educational spaces were identified, in which academic training was combined with elements of cultural and educational activities, student initiatives, and volunteer projects. Effective forms of non-formal educational influence were also highlighted (project-based activities, cultural and artistic events, social initiatives, etc.). The results of the study demonstrated that the systematic use of non-formal education methods contributed to a deeper awareness among students of their belonging to the Ukrainian people, the development of value orientations, and readiness for social activity in the face of contemporary societal challenges. The practical value of the study consists in the identification of effective forms and methods of non-formal education that could be implemented in the educational process of universities to develop national identity and civic engagement of students