The definition of the content of the concept “civic education” by the method of content analysis

The article presents the results of a study aimed at clarifying the content of the concept of “civic education” using the content analysis method. As part of the work, modern domestic scientific sources (scientific articles, monographs, dissertations) devoted to the problems of civic education were analyzed. 14 key definitions of the concept of “civic education” were identified, on the basis of which nine main units-features were identified. Based on the configuration of these features, three approaches to defining the concept of “civic education” were identified: statist, social-personal and social-personal-statist. The latter combines the advantages of the first two and ensures a balance of interests of the individual, society and the state. A generalized definition of the concept of “civic education” was formulated, focused on a harmonious combination of personal, social and state aspects. The results of the study can be used to improve the theoretical and methodological foundations of civic education in educational practice. The aim of the work was to define the content of the concept of “civic education” through content analysis of the relevant pedagogical sources of recent years. The work used the method of content analysis, which allows for a systematic, objective and quantitative definition of the content of the concept of “civic education”.