Introduction. The problem of studying the cultural code in the context of social pedagogy is an urgent task of modern science, since in a rapidly changing world, young people inevitably face ideological issues. The aim of the article is to present the results of a study of the assessments by philology students of the moral and aesthetic aspects of modern literature as markers of the cultural code. Materials and methods. The tools for socio-pedagogical research were 13 books – winners of national literary awards from 2000 to 2020, presented on the LitRes platform [https://www.litres.ru/], reviews of which contain elements of the cultural code and cause the deepest reaction of readers. The appeal to the evaluation of fiction is conditioned by the concept of art as a translator of universal and national values that form the basis of the cultural code. The methods of informal questionnaires and focus groups, the method of qualitative analysis of readers' comments were used. Results. The authors summarized the results of a theoretical and experimental study of students' attitudes to modern literature, which are ambiguous. On the one hand, the aesthetic competence of students of philology is manifested, expressed in the understanding of the presence in the work not only of an external, "factual", but also of a deep layer. On the other hand, only 20% of the subjects identify themselves with the heroes of modern literature, and 80% strongly separate themselves from its characters. 49% saw in what they read such values as historical memory, attention to people, life, love, respect, understanding and acceptance of others, intelligence, etc., primarily in reprints of books by Soviet-era writers: Daniil Granin, Valentin Rasputin, as well as in books by Guzel Yakhina and Alexander Chudakov. 51% categorically deny the presence of uplifting content in books from the list. 60% of the subjects believe that these books can only be recommended to older people, 10% would not recommend some books to anyone. Conclusion. On an experimental basis, conclusions are formulated about the dynamics of the cultural code, which the authors see in the rejection of national values in favor of universal values. Understanding the moral and aesthetic assessments of the younger generation as elements of the cultural code will help to create educational programs considering its current state and dynamics.

Introduction. The formation and strengthening of the national cultural identity of students is an important condition for maintaining the continuity of generations, fostering personal responsibility for solving global problems of our time. The aim of the article is to present the process of teaching humanitarian students as one of the possibilities for the development of national cultural identity. Materials and methods. When interpreting the results of the experiment, characterizing the features of teaching narrative, the method of observing the process of creating narrative texts by students was used. In assessing the effectiveness of teaching the narrative, the method of qualitative (φ-Fisher's statistical test) and quantitative analysis of written works was used. A total of 167 students from the Department of Philology and Media Communications at Vyatka State University (Kirov, Russia) participated in various stages of the study. Results. Summarized the results of a theoretical and experimental study of the process of teaching students to narrative. It is substantiated that the telling of personal stories is a social practice that develops cultural identity. The psychological and pedagogical conditions, which serve as a starting point for creating their own narrative texts, reflecting the student's personal experience, have been studied. The mechanisms are revealed that contribute to the strengthening of the national code, namely: the establishment in the process of creating a narrative of close bilateral relations between the author's personal experience and its comprehension (the description of personal experience leads to the need to comprehend it, and the generation of new meanings, in turn, enriches personal experience). Fisher's angular transformation was used for statistical verification. As a result, it was revealed that after conducting special training, the number of students who do not experience difficulties in understanding the text based on the development of skills to apply methods of working with a narrative text increased (p≤ 0.01). Teaching narrative creates conditions for a deeper, more complete and detailed understanding of one's cultural identity. Conclusion. The developed scheme of experimental teaching, which describes the features of its content and structure, can be used in teaching university students. The data obtained in the course of the research can be used in the organization of psychological and pedagogical support, in the framework of individual and group work carried out within the boundaries of various academic disciplines at the university.