DEVELOPING CIVIC AND NATIONAL IDENTITY AMONG STUDENTS THROUGH RUSSIAN LANGUAGE INSTRUCTION
Keywords:
Civic identity, national identity, Russian language instruction, philological education, language and culture, value-based education, cultural memory, communicative competence, intercultural dialogue, student development.Abstract
This article examines the pedagogical potential of Russian language instruction in developing students’ civic and national identity within the contemporary educational environment. The study is based on the idea that language education is not limited to the formation of communicative competence, but also performs important cultural, social, and value-oriented functions. In philological education, the Russian language serves as a means of introducing students to historical memory, ethical norms, cultural dialogue, and socially significant meanings that contribute to the development of civic consciousness and a stable national self-understanding. The paper analyzes the theoretical foundations of civic and national identity as multidimensional constructs that include value orientations, belonging, responsibility, respect for cultural heritage, and readiness for constructive participation in social life. Particular attention is paid to the didactic possibilities of Russian language and literature classes, text-centered learning, dialogic methods, interpretative reading, and value-based discussion in shaping students’ awareness of citizenship and national affiliation. The article argues that the integration of linguistic, cultural, and axiological content into Russian language instruction creates favorable conditions for the formation of a socially mature, linguistically competent, and culturally reflective personality. The study concludes that purposeful methodological organization of Russian language education can significantly contribute to strengthening students’ civic responsibility, intercultural respect, and national identity in higher philological education.
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