Reforming Basic Secondary Education: Regulatory Regulation of Teaching Civic and Historical Educational Fields

Abstract

The article explores the legal aspects of the professional activities of teachers in the context of reforming
the educational sector in Ukraine, with a particular focus on civic and historical education. An analysis is conducted
of the regulatory framework governing the activities of teaching staff in the context of implementing the New
Ukrainian School and introducing a competency-based approach to education, including the Law of Ukraine
«On Education,» the Law of Ukraine «On Complete General Secondary Education,» the State Standard of Basic
Secondary Education, and the updated Professional Standard for Teachers of 2024. The specifics of the legal
status of teachers of civic and historical education, their rights, duties, and responsibilities are examined.

The author analyses the transformation of professional requirements for teachers in the context
of the decentralization of education and the expansion of institutional autonomy. Particular attention is paid
to the legal mechanisms for protecting the academic freedom of teachers when addressing socio-political and
historical disciplines that are inherently controversial. The legal aspects of forming students’ civic competencies
and the role of the teacher as a facilitator in this process are investigated.
The work highlights problematic issues in the regulatory framework for the professional development of history
and civic education teachers, including certification, professional development, and attestation. International
experience in the legal support of teachers of social studies subjects is analyzed, along with the possibilities
of adapting it to Ukrainian realities.
Prospective directions for improving the regulatory framework to enhance the quality of teaching in the fields
of civic and historical education, in the context of developing students’ civic competencies, are identified.
Based on the research, the author formulates proposals for improving the legislative support for the professional
activities of teachers of civic and historical education, particularly in terms of strengthening legal guarantees
of professional autonomy, protection from political pressure, and expanding opportunities for innovative
pedagogical activities. The necessity of developing specialized regulatory documents that take into account
the specifics of teaching civic and historical education subjects in the context of societal transformations is
substantiated.