The influence of geographical factors on the formation of national identity in Russian painting and methods of their integration into the pedagogical programs of school education

Abstract

This study addresses the problem of fragmented teaching of humanities in modern schools through interdisciplinary synthesis. The relevance of the work is driven by the existing gap between the study of geography, history, and art, which hinders the formation of a holistic perception of national culture among students. Russian landscape painting of the 19th-20th centuries is considered as a key connecting element, in which the unique geographical features of Russia are interpreted as powerful symbols of national identity. The aim of the study was to develop and empirically test the effectiveness of an educational program that integrates the analysis of works of art into the study of geography and history to foster a deeper sense of national consciousness. To achieve this goal, a pedagogical quasi-experiment was conducted with the participation of 184 students from grades 8-9, divided into control and experimental groups. The experimental group was taught using an original integrated program that included project-based learning, comparative analysis, hermeneutic discussions, and interactive lectures. Data were collected through testing, Likert scale questionnaires before and after the experiment, focus groups with teachers, and content analysis of students' work. Statistical processing of the results was carried out using Student's t-test and Pearson's correlation analysis. The results of the study showed the high effectiveness of the proposed methodology. Students in the experimental group demonstrated a significant increase in academic performance (from 51 to 92%) compared to the control group, especially in interpreting the symbolism of landscapes. A pronounced positive dynamic was recorded in the development of components of national identity: average Likert scale scores increased by 2.29-2.97 points. Correlation analysis confirmed the interdisciplinary effect of the program, revealing statistically significant positive relationships between the time spent analyzing Shishkin's works and performance in geography ( (r= 0.68), as well as between Levitan's works and history grades (r=0.59). Thus, the study empirically proves that an integrative approach using Russian painting as a bridge between disciplines not only improves academic performance but also fosters the development of a deeper, more reflective, and more conscious national identity. The program makes it possible to move from passive contemplation of art to its active use as a tool of cognition, forming in students a holistic worldview and cultivating conscious patriotism. The obtained data substantiate the feasibility of introducing such interdisciplinary practices into the general education system.