ANALYSIS OF THE OPPORTUNITIES OF TEACHING THE SUBJECT OF FOLK PEDAGOGY BASED ON MODULAR TECHNOLOGIES

Abstract

This article examines the pedagogical opportunities presented by modular technologies in the teaching of folk pedagogy within higher education. Rooted in constructivist and culturally responsive educational theories, modular instruction enables the transformation of traditional, value-rich content into thematically organized, student-centered learning experiences. Based on design-based research methodology and qualitative analysis, the study identifies key advantages of modular teaching, including curricular flexibility, localized cultural integration, digital resource enhancement, and personalized assessment strategies. Case studies and classroom observations reveal that modular formats foster deeper student engagement, promote cultural identity formation, and enable interdisciplinary collaboration between faculties. Moreover, the use of digital tools in modular teaching facilitates the preservation and dissemination of intangible cultural heritage through student-led projects. The article concludes by offering strategic recommendations for the institutionalization of modular folk pedagogy, highlighting the importance of teacher training, digital infrastructure, and community partnerships. The findings demonstrate that modular technologies not only improve pedagogical effectiveness but also contribute to the sustainability of cultural knowledge in a rapidly evolving educational landscape.