ETHNOPEDAGOGICAL DISCOURSE IN THE CONTEXT OF UKRAINIAN EDUCATION ABROAD: THE CONCEPTUAL FOUNDATIONS OF M. STELMAKHOVYCH AND P. LOSIUK

Abstract

t. This article provides a systematic, theoretical, and methodological analysis of the scholarly legacy of prominent representatives of the Carpathian pedagogical school—Academician Myroslav Stelmakhovych and People’s Teacher Petro Losiuk. The relevance of the study is determined by contemporary socio-political challenges, particularly ongoing armed aggression and the large-scale migration of Ukrainians, often described as the fifth wave of emigration. Under these conditions, preserving children’s national identity abroad becomes increasingly significant, serving as an essential factor in safeguarding national security and ensuring the continuity of Ukrainian cultural and educational traditions. The interrelationship between M. Stelmakhovych’s concept of “Family Pedagogy” and P. Losiuk’s practice-oriented model of the “School of Joy” is theoretically substantiated. Particular emphasis is placed on the family as the primary locus of patriotic education and the formation of children’s value orientations. The study also outlines the key pedagogical conditions ensuring the effectiveness of family upbringing in accordance with Stelmakhovych’s framework, highlighting the significant role of high-ideal rituals and traditions as essential components of the educational process. Particular attention is devoted to the practical implementation of ethnopedagogical principles in the activities of the Yavoriv School in the Hutsul region. The study analyses the key components of P. Losiuk’s model, including the aestheticisation of the educational environment through engagement with traditional folk crafts (such as pysanka painting and woodcarving), the principle of harmony with nature manifested in the pedagogical use of the Carpathian landscape, and the emphasis on labour education. It is argued that integrating M. Stelmakhovych’s theoretical framework with P. Losiuk’s practice-oriented ethnographic model forms a holistic system for educating a patriotic and culturally conscious citizen. The scientific novelty of the study lies in its exploration of ethnopedagogical methods as instruments for fostering psychological resilience and creating “ supportive value-based environments ” for children both in Ukraine and abroad. The practical significance of the article is the applicability of the proposed models to the activities of Ukrainian studies schools in the diaspora, aimed at strengthening young people’s connection to their national heritage and cultural roots.