Regional practices of fostering patriotism and national identity: diagnosis, identification and dissemination of experience

Abstract

The article examines the relationship and practical application of the categories of patriotism and national self-awareness in the context of educational work in general education schools, with an emphasis on the regional experience of the Volgograd Region. The author substantiates the relevance of the topic, determined by ideological challenges, globalization, and the insufficiently formed understanding of these phenomena by students and teachers in their connection with traditional Russian spiritual and moral values. The study is based on an analysis of theoretical research, historical-pedagogical experience (including the works of V. A. Sukhomlinsky, K. D. Ushinsky, and others) and data from empirical diagnostics. The latter was carried out among teachers (998 people) and students in grades 6–9 from 15 educational institutions of the region involved in innovative activities (regional innovative platforms – RIP), and included an assessment of awareness of Russian history and culture, the level of formation of patriotic concepts and value orientations. Diagnostic results revealed low awareness of national history among sixth graders (57% rated “poor”) and a predominance of students’ self-assessment of patriotic feelings (82–96%), contrasting with the low level of their manifestation in activity (according to teachers, operative patriotism is formed in only 35% of students). Among teachers there was a high appraisal of the importance of historical memory (82%) and the key role of academic subjects (history – 92%), as well as support for interaction with religious organizations (65%). Based on the analysis of RIP activities, effective regional practices of upbringing were identified and systematized into five directions: heroic- patriotic (focus on the heritage of the Battle of Stalingrad, “Lessons of Victory”), military-patriotic, historical-local- history (museum work, projects), spiritual-moral (cooperation with the Russian Orthodox Church) and ethnocultural (Cossack component). Retro-innovative formats (museums, volunteering, labor squads) are especially highlighted. In conclusion, mechanisms for summarizing and disseminating best practices are proposed, including the creation of a regional practice bank and scientific-methodological support. The author emphasizes the need to strengthen the focus on social and humanitarian subjects, revise formats of extracurricular activities using a project approach, develop unified regional standards for interaction with religious organizations, and intensify work with families to foster operative patriotism and national self-awareness.