tolerance and empathy

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

This study aims to analyze the role of parenting dimensions in the development of student character within the multicultural context of Malaysia. Specifically, it examines the relationships between parental care, autonomy, overprotection, and student character among university students. A quantitative research design with a descriptive correlational approach was employed. The sample consisted of 88 university students from UiTM Cawangan Pahang, selected using stratified random sampling to reflect Malaysia's ethnic diversity. Data were collected through validated questionnaires measuring three dimensions of parenting styles (care, autonomy, overprotection) and seven aspects of student character (religiosity, nationalism, integrity, independence, cooperation, tolerance, and empathy). Data analysis utilized descriptive statistics and Pearson correlation with SPSS version 26.0. The findings revealed that democratic parenting was the dominant style (47.7%). Parental care demonstrated the strongest positive correlation with student character (r = 0.687, p < 0.01), followed by autonomy (r = 0.642) and overprotection after reverse scoring (r = 0.589). Empathy showed the highest correlation with care (r = 0.701), while autonomy was most strongly associated with independence (r = 0.689). Overall student character was rated very high (mean = 3.43). Parental care showed the strongest association with student character. These findings highlight the importance of warm and supportive parenting in relation to students' moral and social characteristic moral values and social competencies essential for harmonious coexistence in multicultural society. Recommendations for parents, educators, and policymakers are discussed.

این پژوهش با هدف تحلیل نقش ابعاد فرزندپروری در رشد منش دانشجویان در بستر چندفرهنگی مالزی انجام شده است. به طور خاص، روابط میان مراقبت والدین، خودمختاری، حمایت بیش‌ازحد و منش دانشجویان در میان دانشجویان دانشگاهی مورد بررسی قرار گرفته است. طرح پژوهش کمی با رویکرد توصیفی-همبستگی به کار گرفته شد. نمونه شامل ۸۸ دانشجوی دانشگاه UiTM Cawangan Pahang بود که با استفاده از نمونه‌گیری تصادفی طبقه‌ای به منظور بازتاب تنوع قومی مالزی انتخاب شدند. داده‌ها از طریق پرسشنامه‌های معتبر که سه بعد سبک‌های فرزندپروری (مراقبت، خودمختاری، حمایت بیش‌ازحد) و هفت جنبه منش دانشجویی (دین‌داری، ملی‌گرایی، صداقت، استقلال، همکاری، مدارا و همدلی) را اندازه‌گیری می‌کردند، گردآوری شد. تحلیل داده‌ها با استفاده از آمار توصیفی و همبستگی پیرسون در نرم‌افزار SPSS نسخه ۲۶٫۰ انجام گرفت. یافته‌ها نشان داد که سبک فرزندپروری دموکراتیک غالب بود (۴۷٫۷٪). مراقبت والدین قوی‌ترین همبستگی مثبت را با منش دانشجویان نشان داد (r = 0.687, p < 0.01)، و پس از آن خودمختاری (r = 0.642) و حمایت بیش‌ازحد پس از نمره‌گذاری معکوس (r = 0.589) قرار داشتند. همدلی بالاترین همبستگی را با مراقبت (r = 0.701) داشت، در حالی که خودمختاری بیشترین ارتباط را با استقلال (r = 0.689) نشان داد. میانگین منش کلی دانشجویان بسیار بالا ارزیابی شد (mean = 3.43). مراقبت والدین قوی‌ترین ارتباط را با منش دانشجویان نشان داد. این یافته‌ها اهمیت فرزندپروری گرم و حمایت‌گر را در ارتباط با ارزش‌های اخلاقی و شایستگی‌های اجتماعی دانشجویان که برای همزیستی هماهنگ در جامعه چندفرهنگی ضروری است، برجسته می‌کند. توصیه‌هایی برای والدین، مربیان و سیاست‌گذاران ارائه شده است.