THEORETICAL FOUNDATIONS OF SLOW PEDAGOGY AND ITS POTENTIAL IN FOREIGN LANGUAGE TEACHING WITHIN THE NEW UKRAINIAN SCHOOL CONTEXT

Abstract

The article provides a theoretical analysis of the concept of slow pedagogy and substantiates its potential in foreign language teaching within the framework of the New Ukrainian School. The origins, development, and key principles of this concept in the contemporary educational context are examined. It is demonstrated that slow pedagogy is part of the broader slow movement in social processes and has emerged as a response to the dominance of a culture of speed, standardization, and an excessive focus on formalized outcomes. The approach emphasizes individual learning pace, reflection, deep comprehension of content, the promotion of learners’ psychological well-being, and meaningful educational experiences. The relationship between slow pedagogy and principles of the New Ukrainian School is analyzed. Shared foundational principles are identified, including child-centered education, competency-based learning, partnership pedagogy, and creation of a safe learning environment. Slow pedagogy can be regarded as a methodological complement to the New Ukrainian School, specifying practical mechanisms for implementing its core principles. The main principles of slow pedagogy are summarized, including mindful learning, balanced workload, the integration of cognitive, emotional, and social components, and the development of students’ resilience and adaptability. It is demonstrated that, in the context of contemporary challenges, this approach contributes to the humanization of education and supports students’ psycho-emotional well-being. The potential application of slow pedagogy in foreign language teaching is outlined. Providing learners with thinking time, using language scaffolding, pair interaction, repeated communicative tasks, and delayed feedback fosters the development of foreign language communicative competence and reduces foreign language anxiety. It is concluded that these approaches promote more conscious and personally meaningful use of a foreign language.