Features of Pedagogical Diagnostics of an Individual’s Civic Identity and the Process of its Formation

The article actualizes the issue of the subject study of pedagogical diagnostics of the civil identity of the individual and the process of its formation. The purpose of the article is to identify the features of pedagogical diagnostics of the process of formation of the civil identity of the individual, while considering the formation of civil identity as a target guideline and, accordingly, the result of this process. The methodology and methods of the research were chosen taking into account the essence of the phenomenon of identity and the established practice of its study. The interdisciplinary and procedural approaches, the principle of integration, the analytical-synthetic method and the method of concretization were used. The article is of an analytical-review nature. Results of the study. The following should be attributed to the features of pedagogical diagnostics of the civil identity of the individual and the process of its formation: a) the need to rely on a sociological or psychological analysis of the essence of civil identity and the process of its formation, which allows the use of ready-made constructs to determine the necessary conditions, resources, mechanisms, and procedural decisions for the formation of an individual’s civil identity; b) substantiation and adoption as a basis for the design and implementation of diagnostic procedures of a consistent set of generic and specific characteristics of civil identity, a combination of its constant and variable characteristics; c) definition of criteria for pedagogical diagnostics of civic identity and the process of its formation, taking into account the selected structure of the phenomenon being studied, as well as the context and purpose of the research; d) the selected diagnostic tools must correspond to the chosen option of interdisciplinary integration; e) the design of pedagogical diagnostic methods themselves must solve the problem of observing the principle of age appropriateness, for this reason, interpreted, modified and original methods and techniques are widely used in pedagogical diagnostics of civic identity and the process of its formation.