Volume 11 - Issue 54
/ June 2022
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https:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.54.06.26
How to Cite:
Varyvonchyk, A., Voropayeva, T., Kaloian, A., Moshkina, O., & Abramovych, O. (2022). Cultural foundations of a national system
of education in a COVID-19 pandemic. Amazonia Investiga, 11(54), 273-280. https://doi.org/10.34069/AI/2022.54.06.26
Cultural foundations of a national system of education in a COVID-19
pandemic
Fundamentos culturales de un sistema nacional de educación en una pandemia de
COVID-19
Received: July 2, 2022 Accepted: August 8, 2022
Written by:
Anastasiіa Varyvonchyk107
https://orcid.org/0000-0002-4455-1109
Tatiana Voropayeva108
https://orcid.org/0000-0001-8388-7169
Armen Kaloian109
https://orcid.org/0000-0003-4485-7850
Оlexandra Moshkina110
https://orcid.org/0000-0001-6561-7480
Olena Abramovych111
https://orcid.org/0000-0002-4814-6709
Abstract
The article aims to characterize the key
components of cultural constants of the
upbringing system from the national perspective.
The objectives are to analyze the differences
between traditional and prospective elements of
the national upbringing system. Using general
scientific (analysis, comparison), philosophical
and scientific (synergetic, dialectics) and
culturological (structural and functional,
axiological and semiotic) methods allow
characterizing culturological foundations of the
national upbringing system. Currently, there is an
urgent need to develop new priorities of the
national policy of upbringing of children, youth,
and in some cases the older generation in the
context of new challenges facing society.
Keywords: education, educational process,
global problems, cultural constants, system of
values.
107
Kyiv National University of Culture and Arts Faculty of design and advertising Department of Center Design Ukraine, Kyiv,
Ukraine.
108
Taras Shevchenko National University of Kyiv, Faculty of Philosophy, Center for Ukrainian Studies, Ukraine.
109
Department of Actor's Skills and Drama Theater of Kharkiv National I. P. Kotlyarevsky University of Arts, Ukraine.
110
Kyiv National University of Culture and Art. Faculty of Theater, Cinema and Variety Show. Department of Directing and Acting
Skill, Ukraine.
111
Kyiv National University of Culture and Art. Faculty of Theater, Cinema, and Variety Show. Department of Directing and Acting
Skills, Ukraine.
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Introduction
The traditional view of education as an element
of cultural reproduction refers to a linear type of
thinking about the development of society as a
whole. The educational cluster has long been
characterized by conservatism and measured
advancement. In this state of affairs, education is
a translator of ideas (both fundamental and
applied) prevailing in society. The educational
model operates in a format of coexistence and
interrelation with other spheres of social activity.
For many centuries, this format has been the only
one with no alternative.
However, since the turn of the twentieth and
twenty-first centuries, we have been witnessing
an educational and cultural transformation.
Activation of this process has occurred with
changes both within the educational cluster, and
in the general manifestation of civilization. The
rapid development of information and
technological cluster, reorientation of public
consciousness towards the dominance of
progress over the established development,
globalization, and interdisciplinary processes -
all this has determined the transition to the
processes of cultural transformation.
Now there is a topical dilemma on the
interpretation of changes in the socio-cultural
space, which are the result of educational
activity. There are two definitions of education in
the cultural-creative dimension: cultural
reproduction and cultural transformation
(Qoyyimah, 2020).
To implement the format of cultural
transformation in the education system, the
stakeholders of the educational and training
process must have the following characteristics:
▪ intellectual freedom, in the understanding of
the ability and possibility to form and use
thought activity;
▪ intellectual interest, expressed by the need
and desire to continue learning continuously,
throughout life;
▪ intellectual honesty, consisting in the
development of an independent format of
thinking and resistance to anti-scientific and
anti-human priorities;
▪ intellectual versatility, as a model for the
acquisition of universal and specialized
knowledge and skills;
▪ intellectual criticality, through which the
individual components of knowledge are
questioned, which lose relevance and form
the basis for scientific innovation.
The purpose of this study is to consider the
formation of the system of national education
from two perspectives: global-civilizational and
national-authentic. The tasks arise in the
development of relevant mechanisms for the
organization of the educational process. The
components of upbringing should correspond to
the value parameters of today and respond to the
challenges of time.
The main questions requiring urgent answers in
the context of our exploration concern the
characterization of cultural constants demanded
and relevant in the system of education. These
constants must correspond to modern trends of
socio-cultural development and global principles
of civilizational development. At the same time,
an important point is not only a statement of
culturological constants, but also their practical
application in humanitarian-scientific discourse.
Raise the question or questions to be answered in
the introduction. Likewise, these questions and
objectives must be answered in the results and in
the conclusions.
Theoretical Framework or Literature Review
The question of the formation of the national
system of education is widely enough covered in
the source base. Analysis of the literature on the
subject showed a significant number of works on
cultural principles of the educational process.
The CОVID-19 pandemic has made new
adjustments to the understanding of the
peculiarities of the upbringing processes in the
conditions of modern challenges of the time. The
literature used for this study predominantly dates
back to 2020 and 2021, the period of the
pandemic in the world.
The article used general strategies for the
development of education and upbringing that
forecast priorities for the advancement of these
spheres of social activity. In particular, the
strategy the future of education and skills
Education 2030 (OECD, 2018) indicates the
guidelines characteristic of the modern
educational space and potential ways of
innovation in this area and defines a set of
relevant and promising skills and abilities formed
during the educational process. UNESCO's
(2020) annual Global Education Monitoring
Report 2020 outlines urgent global and national
issues in the educational process.
Varyvonchyk, A., Voropayeva, T., Kaloian, A., Moshkina, O., Abramovych, O. / Volume 11 - Issue 54: 273-28 / June, 2022
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The peculiarities of the functioning of the
nurturing system as an element of cultural
transformation are explored in Qoyyimah (2020).
The components that most clearly highlight the
elements of nurture are found in Ryan (2021),
Saad & Kaur (2020), Jackson (2019).
The information and communication component
as one of the key cultural constants is devoted to
many relevant works (Chen & Le, 2018; Ijalba,
Velasco, Crowley, et al., 2019). The role of
integration processes as an important socio-
cultural characteristic of the educational process
has been investigated by Rivera-Vargas, Miño-
Puigcercós, Estalayo-Bielsa & Lozano-Muleta
(2021), Giorgetti, Campbell & Arslan (2017).
Separate studies of educational system
development in the national manifestation related
to the direct impact of the COVID-19 pandemic
are found in Jagielska-Burduk, Pszczynski, Stec
& (2021).
The national dimension of educational system
formation is explored in Sarigöz (2021). Some
specific culturological elements of influence on
the functioning of the upbringing system are
found in Lichtenstein (2021) (creative abilities)
and Marone & Bouzo (2021) (ethical
framework).
In general, the problem of culturological
foundations of the educational process is quite
widely covered in modern literature. At the same
time, we should note that the vast majority of
works are still more focused on the coverage of
global aspects of education and upbringing
system development. The issue of the
functioning of the upbringing system in the
national socio-cultural manifestation remains
relevant and requires further scientific study.
Methodology
General scientific methods of analysis and
comparison are used to achieve the goals of the
article. Thanks to the structural and functional
method the understanding of the main clusters of
culture and their influence on the educational
processes is formed. The dialectical method
reveals the differences in the categories of
national and world culture, at the same time the
synergetic method, notes the possibility of
building the educational process on the principles
of integrativeness and interconnectedness of
global and national cultural development. The
axiological semiotic method contributes to the
awareness of the importance of common
civilizational and national values for the
upbringing system.
Research initiatives were carried out using a
synthesis of general scientific, culturological,
and philosophical methodologies. The strategy of
combining the methodological arsenal
contributed to the expansion of opportunities to
identify and characterize cultural constants
implemented in the educational process.
Analysis of the research data was conducted
through a comparative analysis (general
civilizational vs. national) of cultural values. The
methodology of systematization was also used to
structure the cultural elements.
Results and Discussion
The globalized world dictates the conditions for
the development of all spheres of public activity.
Socio-political or socio-economic, ecological or
technological - all these challenges form the
agenda in the education-education cluster. The
educational process is actualized in the
educational industry, being the obligatory skills
that educational applicants acquire. Hard skills
and soft skills imply an educational component -
both separate and accompanying other skills.
Uncertainty about the future always breeds
uncertainty. The COVID-19 pandemic has only
exacerbated this concern. The education, science,
and culture clusters are adapting to the new
realities as much as possible. As noted in the
visionary education plan for the next decade,
“...schools can prepare for jobs not yet created for
technologies not yet invented, for problems not
yet articulated...” (OECD, 2018). To develop
similar skills, one must develop “...interest,
imagination, resilience, and self-regulation;
respect and appreciate the ideas, perspectives,
and values of others; deal with failure and
rejection; move forward in the face of challenges
and obstacles...” (OECD, 2018).
Culture accompanies human beings throughout
life. Cultural processes manifest in speech,
thoughts, emotions, spiritual beliefs, and beliefs.
The dominance of culture determines elements of
the educational process as well (Ryan, 2021).
With this interconnection, a vivid example of
synergy between processes, concepts, and
participants in this cluster of sociocultural
environments is formed.
In our study, we are talking about one of the key
target elements of educational work - the
formation of the motivational factor. The very
desire to achieve new levels of development
becomes the main driving force of personality
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transformation. Other issues related to the
organization of the system of upbringing or
educational and training process, or cultural
patrimony become formal.
One of the important issues in the system of
education is the moment of leadership. In the
cultural tradition, leadership theories occupy an
important place in the formation of human skills.
The ability to make independent decisions, to
take responsibility for decisions or actions, the
ability to organize and coordinate the work of a
team or organization are all qualities that are
formed not only by educational programs but
above all by the educational cluster. To date, it is
difficult to trace the relationship at the level of:
culture-education-education-leadership
(Mohammad & Gurr, 2019).
The subsequent actualization of leadership
qualities in the educational process requires
activation of exactly dynamic attitudes -
communicativeness, criticality, adaptability,
creativity. The leader who possesses the
necessary skills can organize processes in the
sociocultural environment at a high level. It
should be noted that education as a generally
accessible and powerful cluster has certain limits,
which are unable to provide the development of
leadership abilities. Psychological trainings, on
the contrary, cannot cover the necessary number
of applicants for leadership skills. The nurture
system has certain advantages for preparing
leadership attitudes. Focusing on national
accomplishments backed by real-life examples of
successful and heroic individuals only enhances
the effect of popularizing leadership among
children and youth.
To preserve the authenticity of national culture,
“...societies want to instill cultural values in their
new generations, both in the family and in
school. These principles are often based on
cultural, moral and ethical aspects” (Sarigöz,
2021). The reorientation from family to social
education that young people receive at school or
university has led to the destruction of the
traditional model of intergenerational continuity
inherent in society back in the twentieth century.
However, the present dictates new requirements,
according to which the upbringing of young
people takes place in an environment of intensive
informatization. The vast majority of
information, including cultural attitudes, is
drawn by young people from information
resources. This determines the reorientation of
the educational process on the educational aspect
in the coordinating one.
Integration constant is most clearly manifested in
the format of intercultural communicative
activity, which in the educational cluster is
represented, first of all, by the problems of
teaching English, which acts as an international
form of communication (Chen & Le, 2018).
Teaching a foreign language vividly
demonstrates the difficulties of teaching and
learning when the sociocultural environment
changes. We are talking about misunderstanding
and, in some cases, rejection of cultural norms in
an “unfamiliar” field. The educational
component here acts as an integrating aspect,
which actualizes the motivation to learn new
elements of culture.
Integration constant in the system of education is
actualized by many factors, among which we
note: deepening of socio-political and economic
international cooperation; removal of borders in
the administrative and cultural understanding.
A separate component is migration processes
(Rivera-Vargas, Miño-Puigcercós, Estalayo-
Bielsa & Lozano-Muleta, 2021). The
displacement of people as bearers of culture
causes several significant shifts in the
functioning of the educational system:
First, the worldview beliefs of emigrants, who in
their new socio-cultural environment have to
adapt to new criteria of life, new values, and
perceive the educational influence in a new way,
are radically changed; second, we state certain
changes also in the environment that receives
emigrants, as there is a process of transfer of
certain elements of culture between social groups
(national, ethnic, religious).
The educational system works with a double
load, trying to preserve the identity of one culture
and to adapt the elements of a “foreign” culture
to the new realities. Of course, in many respects,
the norms of the current legislation are effective
here, but they are not always able to cover the
entire spectrum of social relations. Therefore, a
certain part of the regulatory and normative
function is transferred to the educational process.
The educational cluster is one of the important
components of the policy of cultural authenticity
(Zajda & Majhanovich, 2021). The main
concepts of this policy are the processes of
globalization, national-cultural identification,
culturally conditioned creation of the state.
Contemporary scholarship is increasingly critical
of this format of cultural identity architecture.
The present seeks to level differences and the
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dialectical manifestation of progress. Synergetic
educational and scientific models become an
effective alternative to traditional socio-cultural
phenomena.
An important universal aspect in the formation of
cultural constants (both traditional and dynamic)
is the speech factor. The availability of effective
communication through the use of language
allows the expansion of cultural information
(Ijalba et al., 2019). Specialized terminology
must be integrated into general concepts.
Consequently, the educational process will be
enriched with a variety of informative elements.
Several proposed culturological constants are
united in the system of upbringing organizational
theory. The structuring of social units and their
focus on achieving a common goal corresponds
to the purposefulness of the educational process.
An important concept in this regard is the
concept of organizational culture (Saad & Kaur,
2020). Organizational culture consists of the
following aspects:
▪ system of knowledge (although education is
focused mainly on the spiritual and moral
aspects, the rational factor acts as a
stabilizing factor for the educational
process);
▪ system of beliefs (the upbringing process is
directly related to mentoring and a set of
propagated ideas and affirmations);
▪ system of values (upbringing should be
based on material and spiritual values,
oriented to the principle of humanism and
justice);
▪ system of assumptions (the educational
process is dynamic and involves the
introduction of new ideas, depending on the
conditions of the sociocultural
environment);
▪ system of rights (as an element of respect for
the rights and freedoms of the objects and
subjects of the educational process,
coordination of educational work with the
priorities of the development of the national
idea).
It is important to understand that the national
system of education in the modern world cannot
be limited to certain frameworks (territorial,
axiological, legal). Except for a few states or
communities, the modern world is permeated by
globalization and integration processes.
Contemporary cultural studies have interpreted
several definitions of intercultural interactions,
from confrontation to dialogue to unification
(Jackson, 2019). The guidelines of the
educational process are shaped and modified in
the context of international relations and global
politics in all spheres of social life. We observe
two main trends characterizing the concept of
education in the international format: the
borrowing of value elements to the guidelines of
the educational process from another
sociocultural environment; preserving the
fundamental aspects of the authenticity of the
cultural and educational element regardless of
globalization trends.
Considering the practical plane of the question of
the application of educational elements in
education or culture, we note that the use of these
two tendencies does not have a predetermined
algorithm. The balance between the global and
authentic components is partly achieved
situationally, based on the current actual model
of development of society.
A group of researchers looks at how cultural
groups and ideas and educational practices and
institutions interact (Giorgetti et al., 2017).
Somewhere, the educational environment is the
most conducive site for the realization of cultural
and educational potential. The social changes
produced by intercultural cooperation are
characterized by mobility and dynamism. In the
classical educational environment, such concepts
are not quite in demand, because education is
traditionally a conservative cluster. Under such
conditions, the introduction of cultural constants
is possible only in the educational work of
educational institutions. Changes in educational
curricula require time and deliberation. At the
same time, reorientation of value aspects is much
faster, so in the format of the educational system,
they are actualized much faster and more
accessible.
Under such conditions, the educational process
becomes the most effective way of translating
current global cultural trends and national ideas
in the cultural cluster. The educational system
demonstrates flexibility, ensuring the delivery of
progressive or original ideas to all stakeholders
of the socio-cultural environment.
“The current COVID-19 crisis challenges
modern cultural heritage education in many
ways. For users to easily navigate cultural
heritage websites, it is advisable to prepare an
educational platform with links to necessary
materials, links, and videos” (Jagielska-Burduk
et al., 2021). Information technology
communications are also actively used to
organize educational activities using cultural
heritage or cultural patrimony. At the same time,
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it should be noted that there are certain risks
associated with the use of the latest technology
related to malicious or immoral content.
Consequently, informatization is a constant that
significantly enlivens the cultural aspect of
education. On the other hand, the enormous flow
of information needs to be filtered and evaluated
before it can be used for educational purposes.
In a sense, the educational system has two levels
of protection against “bad” content. The first one
is activated before it is introduced and the second
one is activated in the course of the educational
work. These are situations when the subjects of
the educational process themselves give a
negative assessment of certain subjects or
cultural phenomena and reject them in the future.
Thus, a system of active counteraction to the
negative impact of informatization on the
educational or cultural process is developed.
The key to a successful educational process is the
organization of an effective and supportive
educational environment (Scott, 2018). Such a
format of education implies the following
features: the purpose of education as the result of
educational activities carried out in the context of
the educational process; socio-cultural
approaches to the study of man in the context of
the formation of human-centered values during
the educational process; the role of thinking,
memory, and language in the cultural and
educational cluster of the cognitive process.
Since the system of education is most actively
implemented in the educational environment, the
creation of favorable conditions for the
organization of this process increases the
effectiveness of the educational cluster. At the
same time, let us note such cultural constant,
which provides the proper format of the
educational process, as mobility. Active transfer
of methodological guidelines of upbringing from
education to another sphere of social activity
without loss of efficiency and effectiveness quite
characterizes the mobility of the upbringing
system.
The creative constant in the organization of the
educational process is manifested in the
development of talents through a model of
learning that responds to the culture. The
development of the creative abilities of young
people is a relevant and demanded practice
(Lichtenstein, 2021). The creative component is
fundamental to all spheres of social activity.
Therefore, the actualization of attention on the
potential of each person, the manifestation of
their abilities and talents is one of the target
constants of the educational process.
One aspect of the educational process is the
formation of human responsibility for one's
active transformative activity on the planet. Any
person whose activities interact with the Earth
system is responsible for “geo-ethical actions”
(Marone & Bouzo, 2021). Values that contradict
the harmonious coexistence of man with nature
have no right to be realized in the educational
process. At the same time, the actualization of the
need to maintain the balance between culture and
nature, man and the world are the worldview
paradigms based on which human beliefs and
moral and spiritual qualities are formed.
One should not forget the fundamental cultural
constant for the educational process, namely the
observance of humanistic principles. Humanistic
and humane upbringing is the key to the
emergence of healthy communities that are
devoid of chauvinistic and anti-humanist myths
and that see development and progress as the key
goal of their existence. Educating children and
youth according to the principles of humanism,
human-centeredness, responsibility, and
autonomy plays an important role in the socio-
cultural dimension. Adding to these precepts the
aspect of preserving the identity of one's own
culture and history, we get the actual cultural
foundations of the modern system of upbringing.
The international organization UNESCO (2020),
in its annual report on the state of the education
sector, defines the conditions of the education
system and the crisis. This is caused both by
global crises (COVID-19 pandemic, growing
social inequality, climatic problems, etc.) and by
national turmoil (regional conflicts, poverty). In
such a situation, there is an urgent need for
guidance on how to implement an effective
format for educational activities. Since the
majority of education applicants around the
world have suffered from COVID-19-related
school closures (or restrictions on the traditional
format of education), the world is experiencing a
unique disruption in the history of education.
Given that fundamental and vital to education is
the continuity of learning, we do have a major
challenge of our time. At the same time, the
educational process can and should provide some
alternative for children and youth. An orientation
toward self-organization, self-education, and
self-development under difficult conditions is a
key task of the educational process. Through
awareness of the problem and the development
of alternative non-linear ways of solving it,
human civilization will be able to pass these
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difficulties with dignity. In such an algorithm, the
national system of upbringing becomes not an
auxiliary link in education, but systemic. Now
the key issue that causes controversy about the
overall strategy for the development of the
national system of education is the dilemma:
mentoring or coordination in the educational
process. Cultural constants show effectiveness
and relevance. The question of their
implementation and effective use remains open.
The format chosen in the norms of public policy,
in the curricula of educational institutions, in the
ideas of recognizable personalities will
determine the appropriateness of the educational
process within the framework of state
development.
If we are talking about the mentoring model,
traditional and still quite common in many
countries, here we should talk about the need for
a profound transformation of the existing format.
Openness, accessibility, mobility, in
formativeness, and dynamism are by no means a
complete list of the recommendations necessary
for the formation of a successful system of
education at the national level. The mentor, who
organizes and provides educational work, must
operate with modern elements of pedagogical
excellence and psychological practices. Times
when the educational process was based on the
authority of the teacher, reminiscent of the dark
medieval times. The XXI century requires
teachers (at all educational levels) to be
proficient in modern information technology and
the ability to analyze and present information
themselves.
When we talk about the coordinating role of the
mentor in the educational process, here we are
talking about the actualization of self-
organization processes. The format according to
which education is not unilaterally directed, but
this process is organized and coordinated by both
parties (mentors and applicants) is considered to
be more progressive today and is being used
more and more. Cooperation, coordination,
interaction - this is an incomplete list of the
modern synergetic model of the development of
sociocultural actions. The sphere of education is
not an exception in this case. Educational
processes need synergy in the organizational and
content dimensions.
Conclusion
The objectives are to analyze the differences
between traditional and prospective elements of
the national upbringing system. The objective of
the research is not met.
National systems of education, despite their
traditionalism and conservatism, should be
comprehensively developed and relevant. The
ability to preserve identity and readiness to meet
the global challenges of time is a promising trend
of socio-cultural development. The use of
cultural constants allows you to create a coherent
network of national systems of education,
successfully integrating into the global principles
of the educational cluster.
Note that the fundamental cultural constants of
the upbringing process are divided into two
clusters: traditional (identification, identity,
humanization) and perspective (globalization,
integration, informatization, technologization).
The differences in national systems of
upbringing do not contradict each other but form
a synergistic paradigm that contributes to
civilizational development.
Dynamic constants of the upbringing process:
communicativeness, criticality, adaptability,
creativity, and mobility, which determine
common and distinctive features between general
civilization and national socio-cultural space,
deserve special attention. It is appropriate to use
a combined format of fundamental and dynamic
constants for methodological support of the
national system of education. For example, the
fundamental constant of globalization is
inextricably linked to and complemented by the
dynamic constant of adaptability. Combining
culturological constants also allows us to create
an effective system of counterbalances: the
constant of criticality will control the processes
of technologization, and informatization largely
determines the content and form of
communicativeness.
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