Introduction. In the context of a dynamically changing world, where globalization and informational openness significantly influence the consciousness of the younger generation, the problem of patriotic education becomes particularly relevant. A solution is seen in utilizing the potential of the continuity system between school and university. The research aims to develop and present a model for organizing patriotic education of students within the school–university continuity system.
Materials and methods. The methodological basis of the research includes theoretical principles of the axiological, system-activity, holistic, and environmental approaches. The research methods utilized in the research were as follows: analysis of regulatory legal documents; theoretical analysis of scientific literature by Russian and foreign scholars on the problem of patriotic education of students and the school-university continuity system; modeling.
Results. Based on the research findings, a model for organizing patriotic education of students within the school–university continuity system has been developed. The model consists of five complementary blocks: conceptual and target block, theoretical and methodological block, content and semantic block, organizational and technological block, and criteria and performance block. A substantive description of the model’s blocks is provided, where the curriculum for education is considered as the leading pedagogical tool for its implementation through specific types of activities and forms of work with students. The effectiveness of the model’s implementation can be tracked by the involvement of students at all educational levels in civic, national, and cultural identity, which is reflected in the criteria and indicators.
Conclusion. The implementation of the model for organizing patriotic education of students within the school–university continuity system is expected to be successful if the organizational and pedagogical conditions are met (comprehensive interaction of components of the nurturing environment within the school–university continuity system, utilization of the potential of Russia’s historical and cultural heritage and that of the native region within the academic and extracurricular activities of schools and universities, interaction of all participants in educational relations within the school–university system, including network interaction) and its implementation stages (analytical, methodological, evaluative) are followed. In order to ensure the sustainability and reproducibility of the results, methodological recommendations for implementing this model will be prepared, as well as a teaching aid for school and university teachers on implementing the regional component within the study of history and literature courses.
Keywords: continuity, nurturing environment, patriotism, patriotic education, model of patriotic education, university, school
For Citation: Makarova, I. A., & Bolotova, E. Yu. (2026). Model for organizing patriotic education of students within the school–university continuity system. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 40–58. https://doi.org/10.32744/pse.2026.2.3
Authors:
Irina A. Makarova (Volgograd, Russia) — Cand. Sci. (Educ.), Associate Professor of the Department of Pedagogy. Volgograd State Social and Pedagogical University. E-mail: makira8@yandex.ru
Elena Yu. Bolotova (Volgograd, Russia) — Dr. Sci. (Hist.), Professor, Director of the Institute of Historical and Legal Education. Volgograd State Social and Pedagogical University. E-mail: eubolotova@yandex.ru
© Irina A. Makarova, Elena Yu. Bolotova, 2026
The author’s declared no conflicts of interest
Received: 14 October 2025 | Approved: 12 December 2025 | Published: 30 April 2026
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