Methodological approaches to selecting effective forms and methods for the development of all-Russian civic identity among school students in history education

Abstract

Introduction. This article focuses on selecting effective forms and methods for developing all-Russian civic identity among school students through the study of history, a topic that has gained relevance in the context of the government’s increased focus on values education. This issue is of particular importance for Russia’s new regions — the Donetsk People’s Republic, the Luhansk People’s Republic, the Zaporizhzhia Region, and the Kherson Region. This study aims to define methodolo­ gical approaches to selecting effective forms and methods for fostering all-Russian civic identity in school students using historical material.
Materials and Methods. The study examines the process of civic-patriotic and spiritual-moral education of school students through the study of history. Traditional pedagogical methods were used, including comparative, systemic, quantitative, and qualitative analysis, as well as a questionnaire survey. The primary data included published accounts of teachers’ pedagogical experience in Russia and the results of a survey of history teachers, including those from Russia’s new regions.
Results. The study identified the following methodological approaches guiding the selection of effective forms of educational activities for schools to foster all-Russian civic identity in the current context: reliance on defining the essence and structure of the concept of ‘all-Russian civic identity’; strengthening the values education component of the educational process; addressing modern students’ demands for educational forms while taking into account their age-related psychological characteristics and social developmental situation; designing the educational environment and its resources; and incorporating extracurricular institutions into the system of values education. The author also identified and systematized the most in-demand forms of classroom and extracurricular activities in current practice: socially significant practices; class hours; extracurricular activities and meetings with ‘significant adults’; project-based and research-based learning activities in history; didactic games; and communicative formats.
Conclusions. The findings can inform further research on the development of all-Russian civic identity among school students through history education. They can also be used to update methodological courses in the training of future history teachers at pedagogical universities in the context of building a new model of higher education in Russia.