UDC 37.013

Ovechkin A. I.¹ (Orekhovo-Zuyevo, Russian Federation) – artyomove4kin@yandex.ru; Timohina T. V.^2,3 (Moscow, Russian Federation) – timohina.tv@mail.ru

¹State Humanitarian and Technological University

²Moscow State University named after S. Yu. Witte

³Russian New University

Abstract. The article presents a comparative analysis of the theoretical foundations and practical methods of civic and patriotic education in Russia and foreign countries. Representatives of the Western pedagogical tradition (USA, Germany) and the Eastern tradition (China) were selected for comparison. The relevance of the topic stems from the fact that in the modern changing world, it is crucial for every country to find a balance between preserving national traditions and cultivating a modern, active citizen integrated into the framework of moderate globalization. The aim of the study is to identify common and specific features in approaches to forming civic identity across different pedagogical cultures in order to improve the modern Russian education system. The methodological basis of the work rests on the analysis of contemporary scientific research. The results demonstrate significant differences in the goals of upbringing. The Western model is pragmatic in nature: primary emphasis is placed on students’ knowledge of legal norms, the democratization of education, and the development of professional skills for life in society. The main tool of this system is engagement in social projects and volunteering. The Eastern model (exemplified by China) combines state ideology with traditional ethics, where the core values are collectivism, discipline, and devotion to the interests of the country. Russian pedagogy traditionally relies on a moral approach, viewing patriotism as a spiritual value, love for the Motherland, and selfless service to it, rather than merely the fulfillment of civic duties in a legal context. The conclusion argues that while the domestic system of upbringing must preserve its spiritual and moral foundation, it is beneficial to adapt foreign tools: Western project-based learning technologies and China’s experience in systemic state support of patriotic education within the digital environment.

Keywords: civic and patriotic education, comparative pedagogy, civic identity, social design, moral education, collectivism, youth policy, traditional values.

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For citation: Ovechkin, A. I., & Timokhina, T. V. (2026). Comparative analysis of approaches to civic and patriotic education in domestic and foreign pedagogy. CITISE, 2, 56–67. (In Russian).