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Abstract: The article is devoted to the problem of establishing the direction of civic education development to ensure formation of civil subjectivity for prevention of vandalism among youth communities. The purpose of this study is to identify the problematic areas that stimulate vandal activity in the structure of civil subjectivity of members of youth communities, in order to identify the most relevant areas and tools of civic education. Basic research guidelines are: social topology, social constructivism and competence-based approach. The method of collecting empirical data is individual semi-standardized interview, the number of respondents is 17 people (male and female aged 12 to 31 years). All respondents are active participants in various youth communities of Ekaterinburg for at least two years. The development and the content of the elements of civil subjectivity is crucial for vandal activities of subcultures. It has been established that the general level of development of civil subjectivity among representatives of subcultures is quite high and asymmetrical, however, the most problematic is the state of the methodological component. In this regard, increasing the competence of young people belonging to different subcultures in institutional and extra-institutional practices of civic participation can be considered a relevant area of civic education, which will not only correct destructive forms in achieving local goals, but also activate the civil potential of such people. It is advisable to resort to modern short on-line formats (master classes, life hack videos, etc.), to create workshop for “specific problem” management, not to become strict with educational organizations and to carry out pin-point work with certain groups of young people. The proposed approach to determining the direction of civic education through the analysis of civil subjectivity of young people is universal in terms of the contingent and types of destructive phenomena.