The study is devoted to the theoretical and empirical analysis of the relationship between upbringing and education under the conditions of the transformation of the modern school influenced by the digital environment and the growing complexity of students’ socialization processes. The purpose of the work is to clarify the nature of the influence of the degree of integration of educational tasks into the learning process on the cognitive, personal, and social development of adolescents, as well as to construct a multifactor model of this interaction. The empirical basis consists of data from a longitudinal study conducted in fifteen regions of Russia with the participation of students in grades seven to eleven and teachers of general education schools, where a traditional model with a formal separation of instructional and educational work was compared with an integrative model in which value-oriented tasks are inherently embedded in the content and methods of teaching various disciplines. Standardized subject competence tests, psychodiagnostic methods for assessing value orientations, empathy, and social adaptation, as well as questionnaires and interviews with teachers and parents followed by statistical data processing using correlation, factor, and regression analysis, were applied. The obtained results show that collaboration in the format of educational projects and joint problem solving with explicit value content ensures significantly higher indicators of social adaptation, intrinsic motivation, and creative thinking compared to the predominance of an authoritarian informative style and the separate organization of educational activities. Factor analysis identified three interrelated clusters of educational outcomes: integral personal potential, cognitive-instrumental competence, and socio-emotional intelligence, with the value-semantic and motivational component contributing the most to the total variance. Regression modeling showed that the decisive predictor of long-term life success of graduates is the level of integration of the educational and instructional components, while the influence of average academic achievement is significantly weaker. The necessity of transitioning from the declarative recognition of the unity of upbringing and education to the design of the educational environment as a holistic system, in which every element of the content, organization, and assessment of the learning process simultaneously performs cognitive and developmental functions, is discussed. This allows the relationship between upbringing and education to be considered a key principle for renewing national educational policy.