Description
The aim of the study was to identify the features of pedagogical conditions for the formation of civic identity among youth in universities in Kyrgyzstan and China in a comparative dimension. Methodologically, the research employed documentary analysis of educational policies and a survey of 1,200 students from Kyrgyz State University named after I. ntArabaev, Osh State University,Beijing Normal University, and Yunnan University. The analysis of regulatory documents revealed key priorities: in Kyrgyzstan – support for interethnic unity, informal education, and democratic initiatives; in China – centralisation, ideological stability, and patriotic education integration. The empirical stage examined pedagogical conditions shaping civic identity. In Kyrgyzstan, 52-54% of students identified as citizens compared to 68-70% in China. Pride in citizenship was higher among Chinese students (79-80% rated it 4-5 points) than Kyrgyz students (68-69%). Chinese students demonstrated more stable self-positioning and stronger national identification. The study revealed that pedagogical conditions in China foster civic identity systematically through mandatory courses and structured student involvement, whereas in Kyrgyzstan the process is fragmented and dependent on individual teacher and student organisation initiatives. The practical significance lies in enabling educational institutions, state structures, and public organisations to enhance civic education programmes while considering socio-cultural contexts.
Keywords: National consciousness, educational environment, cultural integration, social practices, political regimes
