Роль образовательных организаций в формировании гражданской ответственности и патриотического сознания обучающихся

Nataliya V. Dyachenko; Marina G. Sergeyeva; Lidia A. Apalkina; Alexander N. Kotlyarevich

doi:10.25726/i2637-2004-7944-d

Authors

Nataliya V. Dyachenko https://orcid.org/0000-0001-6917-9238 Academy of the State Fire Service of the Ministry of Emergency Situations of Russia, 121357, Moscow, Fili-Davydkovo intracity municipal district, Vatutin Street, building 1
Marina G. Sergeyeva https://orcid.org/0009-0002-4189-5851 Institute of International Law and Justice of Moscow State Linguistic University, 119034, Moscow, Ostozhenka Street, 38, building 1
Lidia A. Apalkina https://orcid.org/0009-0005-6314-3687 Nevinnomyssk State Humanitarian and Technical Institute, 357108, Nevinnomyssk, Mira Boulevard, 17
Alexander N. Kotlyarevich Academy of the State Fire Service of the Ministry of Emergency Situations of Russia, 121357, Moscow, Fili-Davydkovo intracity municipal district, Vatutin Street, building 1

DOI: 10.25726/i2637-2004-7944-d EDN: ESRDZM

How to cite

GOST Dyachenko N. V., Sergeyeva M. G., Apalkina L. A., Kotlyarevich A. N. The role of educational organizations in the formation of civic responsibility and patriotic consciousness of students // Education Management Review. 2026. Vol. 16. No. 10. P. 521-535. DOI: 10.25726/i2637-2004-7944-d

APA Dyachenko, N. V., Sergeyeva, M. G., Apalkina, L. A. & Kotlyarevich, A. N. (2026). The role of educational organizations in the formation of civic responsibility and patriotic consciousness of students. Education Management Review, 16(10), 521-535. https://doi.org/10.25726/i2637-2004-7944-d

Abstract

Russian federal regulation obliges every school to run upbringing work through programmes built into its main educational programme, yet the substance of civic responsibility and patriotic consciousness is worded in these instruments as values rather than as observable conduct; the study therefore asks what position the school itself occupies within the federal design of upbringing, and what that position explains about the recurring distance between professed and enacted civic and patriotic attitudes among learners. Nine federal instruments in force on 31 August 2026 were examined: the Education Act, the Strategy for the Development of Upbringing, the Framework of State Policy on Traditional Values, three state educational standards for general education and three federal educational programmes. The coding unit was a single regulatory provision explicitly naming a component of civic responsibility or patriotic consciousness; every provision received a tier of regulation, a modality of prescription and an addressee of the duty, and the coding outcome was matched against evidence drawn from fifteen peer-reviewed studies. Value-setting and organisational prescriptions run through all three tiers, whereas a verifiable account of the outcome is missing: the standard states the result as readiness to be guided by value orientations instead of an act performed by the learner. Primary education receives one merged direction, basic education two separate ones. Article 12.1 assigns the school the drafting of the programme and the calendar plan while keeping the value content federal, and it frames participation by student councils as an entitlement. The school thus works as an executor and as a link between federal content and the surrounding community, which accounts for the persistence of the gap between stated attitude and actual involvement recorded in surveys of schoolchildren and university students.

Keywords

civic responsibility patriotic consciousness educational organization upbringing programme federal state educational standard personal learning outcomes content analysis of regulatory documents

Funding

The authors did not declare any external funding for this research.

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