Abstract:
The purpose of the paper is to study the peculiarities of the manifestation of social
responsibility among students of pedagogics. The levels of teacher training qualifications were
compared to the European Qualifications Framework for Lifelong Learning within the framework of
the Bologna process. Data collection involved a set of 22 variables under three categories - Activity,
Orientation, and Regulation - to measure aspects of social responsibility among 1st and 3rd year
students at a Kazakh university. Survey results obtained revealed that there are differences in the
formation of social responsibility among students from different courses and stages of the learning
process. Results identified the prevalence social responsibility of a situational nature among elementary
students, while senior students showed a significantly higher interest. It was found that the students of
various pedagogical specialties retained an understanding of the essence of social responsibility but
there were qualitative differences in the content and structure of understanding social responsibility.
The results conclude that internal and external motivators contribute to the process of forming social
responsibility.
