NARRATIVE APPROACH AS A METHODOLOGICAL BASIS IN PEDAGOGICAL RESEARCH
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This article analyzes the narrative approach as a methodological basis in pedagogical research, emphasizing its potential for understanding communicative processes, reflection, and the formation of learners’ personal meanings. Drawing on the ideas of M. White and D. Epston, the study examines narrative as a means of representing and reinterpreting social reality through individual experience, values, and temporal sequencing of events. Particular attention is paid to the role of narrative schemas in modeling human activity, goal setting, decision-making, and emotional responses. The article also highlights the application of the narrative approach in educational practice, especially through narrative games, which create conditions for active engagement, motivation, and the development of learners’ cognitive, emotional, and social competencies. The findings suggest that the narrative approach offers effective methodological tools for integrating personal development, moral responsibility, and information culture within the educational and upbringing processes of general education institutions.
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