Pedagogy of cooperation between family, school and public organizations in the patriotic education of children and adolescents based on network interaction and mentoring

Abstract

The article examines the transformation of patriotic education for children and adolescents amid changes in socialization mechanisms, where vertical transmission of experience competes with horizontal digital flows and spontaneous online communities, intensifying the risk of semantic fragmentation and misalignment of educational influences. It is shown that the productivity of the educational environment is determined not by the number of events but by the consistency of value-semantic positions of the family, school, and public organizations and the quality of connections between them; in the absence of such consistency, semantic uncertainty forms in adolescents, and patriotism is reduced to ritual practices. Based on a comparison of participants' assessments, structural disproportions in priorities are identified: parents express a dominant demand for family traditions and legal citizenship, while public structures concentrate on military-historical and sports-mobilization components; additionally, parents undervalue volunteering despite its high significance for public associations. A comparison of the effectiveness of cooperation forms demonstrates the advantage of prolonged and personalized forms over one-off actions: the highest indicators of engagement and expert effectiveness are associated with mentoring and long-term project teams, with an intergenerational gap noted in the evaluation of online formats. The differentiated impact of mentor categories is clarified: youth leaders increase participation in social projects, veterans enhance interest in historical-cultural themes, parent-activists and representatives of the industrial sector are more strongly linked to the growth of personal responsibility, justifying the need for a polysubject mentoring model. Resource inequality is separately identified, especially in rural areas, including a deficit of digital infrastructure and partnership ties, while supplementary education institutions serve as potential network «hubs»; a logic of clustering and resource exchange is proposed as a condition for a sustainable educational ecosystem.