Social development of adolescents in contemporary society

Abstract

This study is devoted to the analysis of the features, challenges, and prospects of adolescents’ social development in modern society. The study aims to identify the key factors and mechanisms of the socialisation of the younger generation and to assess the role of the main educational institutions. The methodology comprises a theoretical analysis of scientific literature, the systematisation and generalisation of existing approaches, as well as an empirical study in the form of a questionnaire administered to 30 adolescents in Bishkek. As a result, the dominant value orientations of adolescents were identified, with family, friendship, and material well-being prevailing, while prosocial values were found to hold relatively low significance. The research revealed a predominance of passive leisure activities associated with the use of gadgets and social networks. Instances of a lack of trust in parent-child relationships were recorded among some adolescents, alongside dissatisfaction with the nature of school-based educational activities and a low level of engagement in social initiatives. Empirical findings confirmed that 60% of adolescents perceive school events as formal and not aligned with their interests, while 77% consider the ability to understand and provide support as the most important quality in a teacher. Recommendations for optimising the social development of adolescents at the level of the family, school, and state youth policy were formulated. These include the implementation of interactive educational methods (such as discussions, role-playing games, and project-based learning), the development of student self-governance, the provision of psychological and pedagogical support for families, and the expansion of volunteering opportunities. The practical significance of the study lies in the development of a comprehensive approach to supporting adolescents’ social development through coordinated educational influences from key social institutions, the modernisation of educational content and methods, and the strengthening of adolescents’ agency in forming a prosocial system of values and behavioural models.