TEACHERS’ ATTITUDES IN THE LANGUAGE AND LITERATURE EDUCATION FIELD TOWARDS THE DEVELOPMENT OF STUDENTS’ VALUE-SEMANTIC COMPETENCE

Abstract

Abstract. The article addresses the topical issue of language and literature teachers’ attitudes towards the development of students’ value-and-meaning competence in basic secondary education. The relevance of the study is determined by the increasing focus of contemporary education on students’ personal development and their ability to become aware of their own value orientations, identify life meanings, make responsible choices, and implement values in their own activities. The significant potential of the language and literature educational field for the value-and-meaning development of the individual is substantiated. This potential is realised through the interpretation of literary texts, reflection on life situations, the development of emotional and value-based attitudes, reflection, the ability to engage in dialogue, and the formation of an independent position. Based on a survey of 55 teachers from general secondary education institutions in Ukraine, the study identifies the peculiarities of teachers’ understanding of the essence of value-and-meaning competence and its significance in the educational process. The findings indicate that teachers generally recognise the importance of its development and employ a variety of practices to foster it while teaching subjects within the language and literature educational field. The methods, forms, and types of learning activities that teachers consider most effective for students’ value-and-meaning development are characterised, including the analysis of characters’ actions, problem-based questions, creative tasks, discussions, reflective exercises, role modelling, and establishing connections between the content of a literary work and students’ life experiences. At the same time, the main difficulties in implementing relevant educational tasks are outlined, including insufficient student motivation, lack of time, a shortage of methodological materials, and difficulties in assessing learning outcomes. It is emphasised that the effectiveness of developing value-and-meaning competence depends not only on the content-related potential of language and literature education but also on the systematic pedagogical implementation of this potential and teachers’ methodological readiness. The need for further substantiation of pedagogical conditions for the effective implementation of the potential of the language and literature educational field, the development of an appropriate model and methodological support, as well as empirical assessment of the level of students’ value-and-meaning competence is emphasised.