PEDAGOGICAL APPROACHES TO FAMILY EDUCATION ACROSS GENERATIONS

Abstract

The article presents a comparative analysis of the evolution of pedagogical approaches to family education among representatives of different generations – Baby Boomers, Generation X, Millennials, and Generation Z. Based on the analysis of theoretical sources and conceptual foundations of modern pedagogy, the transformation of educational strategies is characterized: from authoritarian to partnership models, from disciplinary to emotionally sensitive and digitallyoriented interaction. Key factors influencing the change in educational styles are identified, including digitalization, value transformation, war, and social challenges. The impact of generational differences on the role of parents, features of family communication, and interaction with the educational environment is traced. Special attention is given to the practical dimension of education: the use of digital technologies, partnership models, tutoring, coaching, and facilitation. It is shown that modern practices are gradually shifting towards facilitation, coaching, and partnership with the child. The need to form a new culture of family upbringing adapted to current realities is substantiated. The article also emphasizes the importance of pedagogical support for parents and the formation of generation-sensitive models of upbringing that consider the challenges of war, digital oversaturation, and changing educational contexts. The importance of raising parental pedagogical awareness, developing emotional intelligence, and creating a safe and supportive environment for children in times of constant change is highlighted. The authors note that effective family education requires an interdisciplinary approach that integrates pedagogy, psychology, sociology, and educational technologies. The article outlines directions for further research, including education of Generation Alpha, development of intergenerational dialogue, transformation of parental values, and the creation of resilient pedagogical strategies in crisis conditions. The obtained results may be useful for developing generation-sensitive models of family education in the context of digitalization and social instability.