Publication Details
Abstract
In this article, we analyze the pedagogical conditions necessary for educational institutions to provide effective adolescent socialization. In the context of globalization, digital change and socio-cultural changes, schools are an important place for adolescents to shape their values, strengthen their social competence and develop a sense of civic responsibility. The study seeks to find the crucial school/culture dimensions that enhance effective adolescent social development. It was a mixed-methods research design combining qualitative and quantitative approaches. The empirical study included 180 students aged 13–16 years and 45 teachers from general secondary educational institutions. Data were collected through structured questionnaires, semi-structured interviews and pedagogical observations. Methods: Descriptive statistics and Pearson correlation analysis were conducted to explore the relationships between pedagogical condition indicators and socialization indicators. The results show that student-centered teaching strategies, supportive educational environments, extracurricular involvement, and positive family–school cooperation are significant enabling factors for adolescents’ communication competence, social adaptation and civic engagement. Of these, student-centered pedagogy had the highest positive correlation with communication competence. On a theoretical level, this study provides insights into the complexity of interactions that shape social development in variable institutional settings and clarifies factors that need to be implemented for adolescent social development to occur; on an ideological level, it describes educational techniques that can proceed from strengthened regime-based practices about meaningful integration with peers.