THE PROCESS OF FORMING HUMANISTIC VALUES IN TEACHERS

Актуальні питання культурології. Випуск 24/2025 89 Розділ ІІI. ПЕДАГОГІЧНІ ПРОБЛЕМИ СУЧАСНОЇ ВИЩОЇ ШКОЛИ UDC 37.015 THE PROCESS OF FORMING HUMANISTIC VALUES IN TEACHERS Lala Mammadova TEYMUR – Doctoral student, Teacher Training and Activity Azerbaijan State Pedagogical University https://orcid.org/ 0009-0005-6006-0018 doi електронна адреса This research investigates the development of humanistic values in educators and the contemporary factors that affect this process. Values are the fundamental principles that direct human conduct and serve as both a cohesive and divisive force within society. The transmission of these values is essential for the sustainability of societies, primarily facilitated through family and education. Because families have changed so much in modern times, schools are now the main way that values are passed down. The process of education helps a person grow intellectually, socially, and morally. It also shapes their personality and helps them fit into society. In this context, educators serve not only as conveyors of knowledge but also as exemplars who embody and cultivate values. The research indicates that the cultivation of humanistic values is achievable through intentional and experiential learning. During the training process, students engage in authentic or simulated pedagogical scenarios, receive feedback, and evaluate their own performance, fostering the development of values such as empathy, understanding, responsibility, and mutual respect. Group-based learning and reflective thinking are important parts of this process. Students grow both professionally and morally when they learn and talk in small groups. The cultivation of humanistic values is a protracted and ongoing endeavor, yielding more effective outcomes within an atmosphere of trust, respect, and collaboration. Key words: Humanistic education, humanistic principles, modern education, pedagogical principles. Introduction. Values play a significant role in motivating and guiding human actions, often playing a leading role in the construction of personal and collective identities. Values are not only a factor in integrating individuals into their society; they are also a source of conflict and division within society. From an individual's perspective, values are the source of both harmony and conflict within society. Values are the standard measures that guide individuals' emotions, thoughts, and behaviors. They are, in a sense, determinants of an individual's behavior. However, the values that determine behavior can vary from society to society and culture to culture. Therefore, societies must transmit values to sustain their existence. The transmission of these values also occurs through the cultural environment in which they are embedded. Literature review. The goal of humanistic learning theory is to facilitate the development of individuals who understand and develop themselves, others, and their environment, foster a love of learning, enable each student to discover their desires and talents, and provide students with the knowledge and skills they need to become good decision-makers. The humanistic model is a learner-centered theory and is grounded in the idea of lifelong learning. The goals in this model are individual development, the idea of integrity, and autonomy. The desire for self-discovery and self-actualization offered to students allows them to understand themselves and develop their values, rather than restricting them to specific patterns. Learning activities include spontaneity, play, risk-taking, error, invention, and discovery, supporting creativity, problem-solving, and exploration. Individual development and autonomy are encouraged. It is important for students to understand information by relating it to their own lives and to be able to apply it to different contexts. The humanistic model is process-oriented, not outcome-oriented, and the process is student-led. The teacher serves as a guide throughout the learning process. Students should be encouraged and motivated to offer creative ideas and take action on innovation. The teacher must also listen carefully to the student, respect their opinions, ensure their trust, and be trustworthy themselves. The topics taught in the lessons are connected to students' real lives, and students can choose their own activities. Regular class meetings are held to allow students to express themselves freely. Students are taught basic life skills. Assessment and monitoring are included throughout the lessons and units [2; 279-280]. Values play a significant role in motivating and guiding human actions, often playing a leading role in the construction of personal and collective identities. Values are not only a factor in integrating individuals into their society; they are also a source of conflict and division within society. From an individual's perspective, values are the source of both harmony and conflict within society. Values are the standard measures that guide individuals' emotions, thoughts, and behaviors. They are, in a sense, determinants of an individual's behavior. However, the values that determine behavior can vary from society to society and culture to culture. Therefore, societies must © Lala Mammadova TEYMUR, 2023 Стаття поширюється на умовах ліцензії CC BY 4.0 Альманах наукового товариства «Афіна» кафедри культурології та музеєзнавства Рівненського державного гуманітарного університету 90 transmit values to sustain their existence. The transmission of these values also occurs through the individual's cultural environment. We can see family and school as the primary determinants of an individual's values. From the moment of birth, a person lives their life with values that make them a part of social life. However, there is a network of relationships between the values they hold and the values they prioritize. Accordingly, people rank values according to their own importance and create a value set. This set of values, in turn, determines an individual's priorities. This also determines and reflects character. Therefore, values determine people's approaches to events and phenomena they encounter in social life. There are three fundamental elements that determine the transmission of values. These are the positive relationships between individuals within a group, identification with the group, and the development of loyalty to other members of the group. The most important factor determining the value transfer processes of an individual, whether a family member or a class member, is their acceptance of the group they belong to. The source of values in a society lies outside the individual. An individual cannot control them because they are too numerous and diverse for the individual to control. While the family was the source of many values in traditional societies, in today's modern societies, it is education. Today, with the changing social and family structures, schools have taught morals and values not taught in most families. Therefore, it is through education that societies are able to distinguish between good and bad. In other words, societies generally and primarily survive through education; they maintain their existence, development, and permanence through educational institutions. Education is a process aimed at the biological, psychological, social, and moral development of the individual as a member of society. In this sense, education provides the individual with the necessary knowledge, skills, and values, thus serving as an institutional framework that facilitates the development of an individual's identity. Values education, addressed in the school process, envisions individuals acquiring universal values alongside their own social and cultural judgments in a constantly changing world, and preparing them for potential challenges. Therefore, education must prioritize raising individuals who embrace cultural values and are aware of them. Values are the source of conflicts that will either enhance an individual's adaptation within society or foster their potential for conflict. Education and schooling are among the primary institutions that formally prepare individuals for society in this regard. Teachers are the role models and guides of this process. Values education has two important, important goals that must be remembered. The first is to ensure that all individuals in society, especially young people, live more fulfilling lives, are satisfied with their lives, and are happy. The second is to contribute to the well-being and peace of society. This is achieved through the foundation of treating all living beings, and therefore all humans, with kindness and compassion. In this sense, values education helps young individuals, children, and other individuals develop values, thus enabling them to live fulfilling lives. Thus, the individual continues to exist as a member of the society in which they live. Values are seen as a means of socializing the individual. In this sense, socialization is also the process of adopting values. In other words, socialization is the learning of the roles that individuals should exhibit within a cultural environment. In the approach considered as social learning, social learning occurs through the establishment of social reinforcement and modeling behaviors. Accordingly, values are learned through the social reinforcements in the child's immediate environment and the modeling behaviors of those who influence the child. During the schooling process, the social interaction processes within the classroom environment, among the teacher, the teacher, and the students, are among the fundamental factors in shaping and changing student behavior in the school environment. Accordingly, students observe teachers' behaviors in the school environment and, drawing certain conclusions from these, act accordingly. When considered together, the cultural values an individual or student observes, models, and acquires from their social environment, are accepted by their social environment –that is, their teachers – ensuring their well-being in the classroom. In essence, this fosters student socialization within the classroom, in other words, their adoption of these values. Teachers play a crucial role in achieving educational goals and uncovering natural talents. Teachers play a crucial role in instilling these values. Teachers' roles are not limited to classroom instruction; they encompass the entire school. Therefore, teachers should view students as individuals and value them. They should consider students' social and cultural differences, interests, and accomplishments, and strive to ensure their optimal learning and development. Furthermore, they should demonstrate the personality traits they wish to develop in their students through their own behavior. Therefore, teachers' perspectives and experiences regarding the process of instilling core values in children are important. However, if a teacher themselves do not possess the values they are expected to implement in teaching activities, they cannot be a good model for their students. They can be a bad model, causing even the values their students already possess to atrophy or even disappear. This can also become a source of conflict and disharmony that an individual will experience during the socialization process. The teacher's approach is crucial because it fosters new behaviors by changing what they teach children during the learning-teaching process. In values education, teachers should act in a manner appropriate to the students' age and environment. They should also ask questions, without judging their behavior, and try to help them find the right path. This way, children will recognize what is considered appropriate and normal behavior, and when the classroom environment is considered as a whole, harmony will be achieved among all involved. Актуальні питання культурології. Випуск 24/2025 91 The process of instilling values in education is of great importance and emerges as a crucial component of character education. In schools, values are a comprehensive concept and constitute a significant part of the affective domain. A wide range of topics, including love, respect, coexistence, embracing and upholding societal values, morality, personality development, and building positive character, are considered within the scope of values education. The imbuing of teachers with values is also crucial for serving as role models for students. Therefore, children whose character is positively shaped through the values education provided by role model teachers at school will grasp the cognitive, emotional, and behavioral dimensions of moral life and will begin to be sensitive to understanding and upholding moral values. Currently, due to the evolving dynamics of society and family, educational institutions are imparting morals and values that are often absent in many households. Consequently, it is through education that society can differentiate between good and evil. Societies predominantly endure through education, sustaining their survival, advancement, and continuity via educational institutions. Education is a process designed to facilitate the biological, psychological, social, and moral growth of individuals as members of society. In this regard, education imparts essential knowledge, skills, and values to the individual, thereby functioning as an institutional framework that facilitates the formation of their identity. ideals education, facilitated by schooling, aims for individuals to attain universal ideals with their unique social and cultural values in a dynamic environment, equipping them for prospective challenges. Consequently, education need to focus on cultivating persons who appreciate cultural values and possess an understanding of global principles. Values serve as the foundation for an individual's societal adaption or the potential conflicts they may encounter. Education and schooling are fundamental institutions that formally equip individuals for societal integration. Educators serve as exemplars and facilitators of this process [5]. Values education encompasses two essential objectives that must not be overlooked. Socialization is the acquisition of the roles individuals are expected to perform within a cultural context. The social learning approach posits that social learning transpires via social reinforcement and the modeling of behaviors. Values are acquired through social reinforcements within the child's immediate context and the behavioral modeling of influential figures. The social interaction processes among the teacher and students within the classroom during the educational process are fundamental variables influencing and altering student behavior in the school setting. Students acquire values and associated actions mostly through observation and imitation [1]. Consequently, pupils analyze teachers' conduct within the educational setting and, by inferring from these observations, assimilate behaviors that are advantageous to them. The cultural values that an individual or student observes, emulates, and assimilates from their social surroundings, as endorsed by their teacher, enable them to become well-adjusted learners in the classroom. This promotes student interaction within the classroom, facilitating their absorption of ideals. Educators are crucial in attaining educational objectives and revealing inherent abilities. Educators play an essential role in instilling these ideals. Teachers' responsibilities extend beyond classroom instruction, they involve the entire school environment. Consequently, educators must perceive and appreciate students as distinct individuals. They must take into account pupils' social and cultural disparities, interests, and achievements, and endeavor to facilitate their optimal learning and growth. They must exemplify the personality traits they aspire to cultivate in their students through their own conduct. Consequently, educators' viewpoints and experiences about the instillation of basic values in children are significant. However, if a teacher does not embody the values they are meant to impart in their teaching activities, they cannot serve as an effective role model for their students. They may serve as an inadequate model, potentially resulting in the atrophy or even the eradication of established values. This may also serve as a cause of conflict and discord that individuals encounter during the socializing process. The educator's methodology is essential, as it cultivates new behavioral patterns by altering the content delivered to students during the instructional process. In values education, educators must comport themselves in a manner suitable to the age and context of their students. They ought to inquire without prejudging their actions and assist them in identifying the appropriate course. This approach will enable students to recognize acceptable and normative actions, hence fostering harmony within the educational environment as a whole [4]. To learn skills the best way, you need to train on purpose. Experience indicates that this principle can be effectively implemented in teacher training within the educational process. In experiential learning, students take part in real or fake teaching situations, are watched by a teacher or mentor, get feedback, and think about how they did. The teacher is a guide in this process and helps students find their way. Students learn to trust, be responsible, and understand each other better when they get feedback from both the teacher and their classmates. High-level teaching and communication skills are developed through ongoing training and hands-on experience. Future teachers who have communication skills that reflect humanistic values can better understand their students, their families, and the world around them. These skills make it easier to listen, show understanding, build empathy, and talk honestly about hard topics. Role modeling and talking about situations during teaching help teacher candidates learn more about themselves, think about how they act, and grow as people [3]. Альманах наукового товариства «Афіна» кафедри культурології та музеєзнавства Рівненського державного гуманітарного університету 92 Thinking about your own experience, judging it, and coming to conclusions is an important part of learning. This process helps people who want to be teachers think about what they know, what they believe, and what they value, and then connect those things to real-life situations. Students think about what they've learned before and how it applies to new situations during reflective thinking. They also look at things from a different point of view. This process helps people grow both mentally and emotionally. For reflection to work, there needs to be a safe and helpful place to learn. Small learning groups are very important for building knowledge and values. In these kinds of groups, experiential and reflective learning works better. The group is not for individual therapy; its goal is to help students grow both professionally and morally. Most of the time, group sessions have set goals and tasks. Students help each other out, share their thoughts, give each other feedback, and talk about what they've learned together [2]. Respect for each other, keeping things private, being involved, and honest communication are the group's main rules. In this kind of setting, students learn to be aware of themselves and how to care about others by talking about their own experiences. The teacher, who is the facilitator, sets an example for the students by how they act, think, and lead. This method helps them build their professional identities on humanistic values. It takes time to build humanistic values. It is a long-term process of growth that needs ongoing learning, help, and an atmosphere of respect and trust. Long-term group learning in teacher training is essential for the cultivation of professional competencies and ethical attributes. Future teachers learn how to act ethically and how to use those behaviors in different situations through ongoing feedback, observation, and hands-on activities. Experience indicates that initiating this process in the initial phases of teacher education and maintaining it in the following years produces more enduring outcomes. This method makes sure that future teachers' professional identities are based on humanistic values, which is good for their teaching [5]. Methodology. The methodology of this study is predicated on analytical and synthetic methods, alongside theoretical literature research. The study aims to examine the process of developing humanistic values in educators from a scientific perspective. To achieve this, domestic and international sources, scholarly articles, books, and research studies on the subject were examined. The literature review revealed the principal theories regarding the genesis of humanistic values, their significance in education, and their implementation in teacher training. The research is predicated on a comparative analysis of current pedagogical practices. The results indicate that the cultivation of humanistic values is enhanced not only by theoretical knowledge but also by practical teaching experience. Conclusion. Prospective teachers generally acquire values education through informal processes. It appears they do not receive values education within a specific course or curriculum. In schools, values education is provided through the approaches of teachers within specific courses, conferences, and activities held on specific days and weeks. Values are standard measures that guide people's emotions, thoughts, and behaviors, and are also a part of the individual's socialization process. The cultural heritage of societies provides the source and formation of values. They motivate and guide individuals' behavior within society. Every society desires the adoption of values and their transmission from generation to generation. In this respect, family and school are factors that determine the processes of value transmission within a society. In the family environment, the attitudes and approaches of parents and in the school environment, the attitudes and approaches of teachers determine the processes of value transmission. Modeling and social approval are influential factors in the adoption of values. Teachers, by modeling value behaviors and motivating students to maintain their behavior, provide social reinforcement, or social approval, to ensure students' lasting adoption of values. The study's findings indicate that the development of humanistic values is a prolonged and systematic endeavor. Experiential learning, reflection, and group activity are the main parts of this process. Through constant feedback, observation, and interaction, future teachers learn values like empathy, responsibility, honesty, and understanding. When teachers show these values in how they act and how they talk to students, the same values are formed in the students. The safe and supportive environment that is made during the learning process helps students grow spiritually and socially. References 1. Frostenson M., & Englund, H. Teachers, performative techniques and professional values: how performativity becomes humanistic through interplay mechanisms. Cambridge Journal of Education, 2020. 50 (6). Р. 695-710. 2. Güven S. E. Hümanistik Yaklaşim Ve Öğrenme. Eğitimin Kavramsal Temelleri-8 Eğitim Psikolojisi, 2023. Р. 277–287. 3. Lan Y. Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training. Teaching and Teacher Education, 2024. 151. 104736. 4. Prasong M. A. Integrating Humanist Values in Religious-Based Education: A Strategic Approach in Madrasahs. Journal of Indonesian Progressive Education, 2025. 2 (2). Р. 80-91. Актуальні питання культурології. Випуск 24/2025 93 5. Schmager S., Pappas I. O., & Vassilakopoulou P. Understanding Human-Centred AI: a review of its defining elements and a research agenda. Behaviour & Information Technology, 2025. Р. 1-40. UDC 37.015 ПРОЦЕС ФОРМУВАННЯ ГУМАНІСТИЧНИХ ЦІННОСТЕЙ В УЧИТЕЛІВ Лала Маммедова ТЕЙМУР – докторантка, Азербайджанський державний педагогічний університет, Баку. Це дослідження досліджує розвиток гуманістичних цінностей у педагогів та сучасні фактори, що впливають на цей процес. Цінності – це фундаментальні принципи, що спрямовують людську поведінку та слугують як об’єднуючою, так і розділяючою силою в суспільстві. Передача цих цінностей є важливою для сталості суспільств, що, в першу чергу, забезпечується через сім’ю та освіту. Оскільки сім’ї докорінно змінилися в сучасну епоху, школа нині є основним способом передачі цінностей. Процес освіти допомагає людині зростати інтелектуально, соціально та морально. Він також формує її особистість і допомагає їй вписатися в суспільство. У цьому контексті педагоги служать не лише носіями знань, але й взірцями, які втілюють і культивують цінності. Дослідження показує, що культивування гуманістичних цінностей досяжне завдяки навмисному та емпіричному навчанню. Під час навчального процесу здобувачі вищої освіти беруть участь в автентичних або змодельованих педагогічних сценаріях, отримують зворотний зв’язок та оцінюють власну роботу, сприяючи розвитку таких цінностей, як емпатія, розуміння, відповідальність та взаємоповага. Групове навчання та рефлексивне мислення є важливими частинами цього процесу. Студенти розвиваються як професійно, так і морально, коли навчаються та спілкуються в невеликих групах. Культивування гуманістичних цінностей – це тривала та безперервна справа, яка дає ефективніші результати в атмосфері довіри, поваги та співпраці. Ключові слова: гуманістична освіта, гуманістичні принципи, сучасна освіта, педагогічні принципи. Стаття отримана 20.10.2025 Стаття прийнята 18.11.2025 Стаття опублікована 26.12.2025 UDC 378.147:005.336.2 A DIFFERENTIATED APPROACH TO THE FORMATION OF PROFESSIONAL COMPETENCIES IN UNIVERSITY STUDENTS Mehbanu Verdiyeva ALIMURAD – Doctoral Student, Azerbaijan State Pedagogical University, German Language Teacher, Secondary School No. 38, Sumgait https://orcid.org/0000-0002-0849-3933 doi електронна The article examines the scientific-theoretical foundations and practical significance of a differentiated approach to the formation of professional competencies in students of higher pedagogical institutions. It substantiates the necessity of taking into account students’ individual characteristics, learning styles, and professional interests in the teacher training process. A differentiated approach enhances the level of professional competence by developing students’ creativity, responsibility, and reflective abilities, while also fostering motivation, autonomy, and adaptability in professional contexts. Consequently, the article provides scientific and methodological foundations for implementing competence-based individualized instruction in higher pedagogical education and for promoting the training of innovative, reflective, and learner-centered teachers. Key words: professional competence, differentiated approach, higher education, student, pedagogical activity, reflection, individualized instruction. Introduction. The modern pedagogical education system functions as a strategic domain directly linked to a society’s socio-economic development, scientific-technological progress, and integration into the global educational space. The main objective of this system is not merely the transmission of knowledge but the preparation of modern teachers who think creatively, possess critical analytical abilities, and demonstrate high professional competence. The dynamic development of society demands that teachers acquire not only subject-specific knowledge but also communicative, innovative, and reflective skills. Therefore, the primary task of higher pedagogical institutions is to ensure the systematic and purposeful formation of students’ professional competencies. The concept of professional competence is regarded in contemporary pedagogical research as a © Mehbanu Verdiyeva ALIMURAD., 2025 Стаття поширюється на умовах ліцензії CC BY 4.0