In the changing post-war Armenian society, the situation is fundamentally different in the space of the Eastern Partnership. The changing Armenian society faces real challenges in teaching human rights, the rule of law and democracy. This situation shows that they are at the stage of introducing European values, they are trying to define and establish their own hierarchy of values, to highlight new democratic attitudes.

The experience of Western European countries shows that civilized guarantees of human rights and freedoms can be created not only by mutual efforts of democracy, the rule of law and a developed civil society, but also by continuous education about them. Civil society organizations (CSOs) strive to force the public authorities to be as useful as possible to their citizens, responsibly serve their interests.

Teaching civil society and involving citizens in political life in the context of European integration and democratic transformation is influenced by the whole range of changes in the structure and all elements of the political system of Armenia, that is, political institutions, values ​​and norms, strategies of actors, legitimacy of behavior, political culture and consciousness of the Armenian society [1;5;9;10].

The years of independence of Armenia have shown that without the formation of a civil culture and ensuring its existence, the task of creating a civil society cannot be realized. The relevance of a comparative analysis of civic culture is closely related to the need to understand its significance for the sphere of political life of Armenian citizens who live in difficult conditions of democratic transformation [3;4;7;8].

The difficulties of civil society education and comparative study of civic culture in Armenia are due to European integration, as well as membership in the Eurasian Economic Union (EAEU) and the Collective Security Treaty Organization (CSTO). In the context of Armenia’s European integration, against the background of the social, economic and political crisis after the Second Nagorno-Karabakh War (September 27 - November 9, 2020), the question arises of the development of civil society, human security and quality of life. In the context of contradictions in the international economic and political situation in the South Caucasus, the further European integration and implementation of the EU-Armenia Comprehensive and Enhanced Partnership Agreement (CEPA) becomes especially important for the Armenian society, as opposed to the inability of the CSTO and the EAEU. At the same time, the interaction of Armenia with the member states of the EAEU and the CSTO takes place against the backdrop of non-democratic factors [2;4;5;6]. The denial of the role of CSOs and the absence of a common agenda of urgent tasks for the EAEU member states weakens Armenia’s opportunities for further democratization, protection of human rights and European integration.

The purpose of this work is to develop theoretical provisions and practical recommendations for improving the effectiveness of civil society education in Armenia in the context of the Eurasian confrontation and neither war nor peace. The theoretical basis of this study is the work of researchers on education for civil society, democracy and human rights in conditions of neither war nor peace, as well as comparative studies of the implementation of European values through civic education in the countries of the Eastern Partnership [1;2;5;6]. The methodological basis of the work is situational analysis, statistical methods of comparative analysis, cross-country comparisons and others. The applied methodology is based on a systematic analysis of the impact of educational, value, political and social factors on the processes of European integration in the post-Soviet space. The information sources of the work were CEPA, the legal framework for European educational and social integration, strategies, reports, reports, as well as data from the World Bank, information and analytical materials from international and European organizations and research centers; reports and monitoring by the EU, Council of Europe, OSCE and OECD; up-to-date analysis of European integration processes, presented in leading scientific publications, electronically published transcripts of meetings of official representatives of the EU, the Council of Europe and the OSCE.

The main results of this work are the development of theoretical and methodological foundations for increasing the effectiveness of educational integration and civic education in Armenia, as well as the development of practical recommendations for deepening European integration cooperation within the framework of the CEPA. A methodical approach, developed by the author, is proposed for assessing the effectiveness of Armenia’s civic educational integration with the EU based on a comprehensive study of European social and political integration, which makes it possible to determine the state of integration of CSOs and characterize the prospects for its development depending on the dynamics of the values of the indicators that make up the assessment. The modern features of the political integration of Armenia with the EU are determined, a schematic model for comparing the training of civil society in the countries of the South Caucasus is constructed, a typology of features and unresolved problems of European integration is carried out. The coronavirus pandemic that has hit the whole world negatively affects the European integration levels of the countries of the South Caucasus, dealt a serious blow to the democratization and effectiveness of CSOs, shook stability, a war broke out, and the post-war Armenian and Azerbaijani societies need a culture of peace.

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