Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual* Alexei Voskresenskiy 1 , Danila Ivanov 2 , Aleksandr Tatishchev 3 , Anastasia Chistova 4 2 Herzen State Pedagogical University of Russia, St. Petersburg, Russia. E-mail: voscres@gmail.com; ORCID ID: https://orcid.org/0009-0008-5676-3396. 3 Herzen State Pedagogical University of Russia, St. Petersburg, Russia. E-mail: frejdkinm@herzen.spb.ru; ORCID ID: https://orcid.org/0009-0004-5670-9147. 4 Herzen State Pedagogical University of Russia, St. Petersburg, Russia. E-mail: ksandr.taiev@gmail.com; ORCID ID: https://orcid.org/0009-0001-2703-496X. 5 Herzen State Pedagogical University of Russia, St. Petersburg, Russia. E-mail: chistova.kult@gmail.com; ORCID ID: https://orcid.org/0009-0000-0766-6647. Resumen. La investigación se centra en los desafíos apremiantes que supone desa- rrollar una visión holística del mundo en los estudiantes y fomentar su responsabilidad social, basándose en los valores tradicionales, en el entorno digital moderno. La literatura académica reciente ha observado una mayor atención a los valores de los jóvenes estudiantes y a la influencia de los medios en sus visiones del mundo. Sin embargo, persiste la falta de herramientas eficaces para evaluar estos procesos, lo que exige la mejora del trabajo social y educativo en las universidades. El objetivo de este estudio es desarrollar un enfoque con- ceptual que permita la aplicación de un método combinado para evaluar y desarrollar las orientaciones valóricas de los estudiantes, basado en el concepto de “héroe cultural” y las tendencias contemporáneas del trabajo social y educativo. El método propuesto, “Héroe del Tiempo”, combina cuestionarios y experimentos: los estudiantes crean un “avatar de hé- roe” mediante el análisis de contenido de imágenes mediáticas significativas de sus propias biografías. Este enfoque permite identificar los valores tradicionales e imágenes mediáticas clave que influyen en la visión del mundo de los estudiantes, así como las contradicciones de valores. En particular, la mayoría de los encuestados identificaron un conflicto entre los valores materiales y espirituales, que debe tenerse en cuenta al planificar el trabajo educati- vo. Los resultados del estudio confirman que la educación social orientada a valores, tenien- do en cuenta las imágenes mediáticas relevantes, fomenta eficazmente la visión holística del mundo y la responsabilidad social de los estudiantes. Palabras clave: cosmovisión de los estudiantes, valores tradicionales, imágenes de los medios de comunicación, responsabilidad social, trabajo social y educativo. Recibido: 22/12/2025 ~ Aceptado: 12/02/2026 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.19254208 Vol. 16 (2): 637 - 648 pp, 2026 * e study was carried out with the support of an internal grant of the Herzen State Pedagogical University of Russia (project no. 47 VG).

638 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 Formation of values and social responsibility among young people: a conceptual approach Abstract. e research problem is related to urgent tasks of forming an inte- gral worldview of students and developing their social responsibility on the basis of traditional values under the conditions of the contemporary digital media environ- ment. Recent scholarly literature shows increased attention to the values of student youth and to the influence of the media on their worldview, yet there is still a lack of effective tools for diagnosing these processes, which necessitates improving social and educational work at universities. e aim of this study is to develop a conceptual approach that would make it possible to apply a combined methodology for diag- nosing and shaping the value orientations of student youth, based on the concept of the “cultural hero” and contemporary trends in social and educational work. e proposed “Hero of Time” methodology combines a questionnaire survey and an experiment: students create a “hero avatar” by carrying out content analysis of media images that are significant for them from their own media biography. is approach makes it possible to identify key traditional values and media images that influence the worldview of students, as well as to record value conflicts. In particular, a conflict between material and spiritual values was revealed in most respondents, which must be taken into account when planning educational work. e results of the study con- firm that value oriented social and educational work that takes into account relevant media images ensures the effective formation of an integral worldview of students and of their social responsibility. Keywords: students’ worldview, traditional values, media images, social responsibility, social and educational work. INTRODUCTION Consideration of issues related to the organization of social and educational work in higher educational institutions and to the formation of values, worldview, and social responsibility of student youth should begin with the introduction of basic concepts. According to the Federal Law “On Education in the Russian Federation”, upbringing is defined as «activity aimed at personal development, the formation in students of diligence, a respon- sible attitude toward work and its results, the creation of conditions for self determination and socialization of students on the basis of sociocultural, traditional Russian spiritual and moral values and the rules and norms of behavior accepted in Russian society in the interests of the individual, the family, society and the state, the formation in students of a sense of patriotism, civic consciousness, respect for the memory of the defenders of the Fatherland and the feats of the Heroes of the Fatherland, for law and order, for working people and the older generation, mutual respect, a careful attitude toward the cultural heritage and tradi- tions of the multinational people of the Russian Federation, nature and the environment» (State Duma of the Federal Assembly of the Russian Federation, 2012).

Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual 639 Vol. 16(2) mayo - agosto 2026/ 637 - 648 is extensive definition describes the processes of socialization, inculturation, and civic identification (Sergeeva et al., 2025), which require special attention in social and educational work with young people (Markheim & Lukyanova, 2023; Babina & Utusikov, 2024; Letova, 2024; Vassilchenko, 2024). In this study, youth is understood as student youth, that is, students as a group of people aged from 14 to 35 who are receiving professional education in specialized institutions of basic education and who are actively undergoing the stage of socialization and inculturation, includ- ing through organized social and educational activities (Kurgansky et al., 2025; Usmanova et al., 2025). At the same time, it should be noted that patriotic and civic education in particular makes it possible to simplify the process of identification and the formation of a unified and stable world view (Sergeeva & Pitul’ko, 2023; Sidorov, 2025). Researchers note that “patriotic education helps students to form a sense of commitment and identification with the country, promotes solidarity and unity in society, and forms basic civic responsibility and participation in the life of their country” (Kochesokov, 2022; Parma, 2024). e problem of destructive informational influences remains significant, as does the fact that universities are often absorbed in their own formal reality while falling out of the sphere of informal communication (Danilova, 2024; Gazizova et al., 2025). Yet it is precisely informal communication that makes it possible to construct a subjective picture of the world from ele- ments of personal experience (Titova et al., 2025). Here it is possible to rely on the theory of intersubjectivity (Husserl, 2010). Its representations are accessible to us in the symbolism of texts (Blumer, 2017). Textuality, in turn, ensures the functioning of the media field and the media sys- tem. Work aimed at forming an intersubjective picture of the world that takes into account value orientations and shapes an integral worldview is one of the leading tasks of higher education as a sociocultural system (Khammatova et al., 2021; Pashkurov et al., 2023; Mamedova et al., 2025). In recent years, a number of studies have paid particular attention to the formation of the values of student youth (Dulina et al., 2022; Ivanova & Tazov, 2022; Malinin et al., 2022; Ka- zenina & Sakharova, 2023; Pokrovskaia et al., 2024). A certain body of research is devoted to examining issues of civic identity and worldview through the prism of the media (Dunas, 2022; Dunas et al., 2022; Nigmatullina, 2022; Zvereva & Khvorova, 2022; Parma, 2024; Goncharen- koet al., 2025). Modeling stable worldview categories that make it possible to pass effectively through socialization and subsequent adaptation in a specific professional environment cannot be imagined without studying the value portrait of the student (Shabalina et al., 2024). One of its key elements is the appropriation and representation of archetypal images of cultural heroes and new heroes. At the national level, relevant surveys are conducted, for example the VCIOM survey “He- roes of 2020” (VCIOM, 2020)). In the student environment, surveys remain an effective tool, although a certain fatigue of respondents from filling out a large number of questionnaires is noticeable. e application of new methodologies is therefore required (Kalashnikov et al., 2023; Grudtsina et al., 2025). ere is a need to develop specific instruments aimed at identifying the existing set of value orientations and at programming generalized cultural media images, includ- ing heroic and mythological ones (Polyakova et al., 2018; Chernova et al., 2025). is is also one

640 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 of the most important tasks of social and educational work with students in higher education institutions (Akhmetshin et al., 2025a). METHODS As part of the study, work was carried out to develop a methodology for researching stu- dents’ values. e aim of this methodology is to describe the main value orientations of a selected group of student youth and the main worldview trends within it. e objectives are: 1) to iden- tify stable images of heroes that influence the formation of worldview, 2) to analyze data on the elements of the picture of the world, 3) to compile a general portrait of the group. e imple- mentation of the methodology is carried out in the form of an experiment. e main methods are a survey and content analysis. e working title of the methodology is “Hero of Time”. e study and the development of the methodology were conducted in two stages. At each stage, student focus groups and expert discussions with teachers from various fields of the Herzen State Pedagogical University of Russia were held in 2025. Each of the four focus groups included 10 students from the first to the fourth year of study in different educational programs. In total, 40 students took part in the focus groups, with equal representation of male and female students. Participation in the focus groups was voluntary. Two focus groups were formed from first- and second-year bachelor’s students, and two from third- and fourth-year students. e participants represented various humanities disciplines. eir age ranged from 18 to 25 years. Five teachers took part in four expert discussions, representing the fields of Advertising and Public Relations, Cultural Studies, Sociology, Philosophy, and Pedagogy. e composition of participants did not change during the expert discussions. In the further testing of the methodology, the students who had participated in its development did not take part, since their familiarity with the struc- ture of the methodology could have affected the representativeness of the data. At the first stage, the main issues of organizing the methodology were considered: 1) what are the goals of the survey and the content analysis, 2) how will the sources for content analysis be selected, 3) how can the survey and content analysis be linked and the experimental form of the study ensured. ese questions were posed to the participants of the student focus groups. e answers obtained were then analyzed and presented at the beginning of the expert discussions with teachers, who were expected to evaluate them and propose professional recommendations on the issues identified. In total, two focus groups and two expert discussions were conducted. As a result of the analysis of the data obtained, the following foundations for the further conduct of the study were formulated. First, the main goal of the survey is to diagnose students’ internal assessments of various rel- evant worldview categories and their reflection on them. e content analysis is aimed at creating a general portrait of the “hero of time” using such a tool as the client avatar. Second, the sources for content analysis must meet certain criteria. e period of media consumption of the source should fall within the period from 2010 to 2025. e starting point was chosen as the year when the social network Instagram entered the market. Instagram is owned by Meta, which is recognized as an extremist organization and banned in the Russian Federation, and its emergence fundamentally changed the media landscape and the dynamics of

Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual 641 Vol. 16(2) mayo - agosto 2026/ 637 - 648 social network use. In addition, it was during this period that the processes of socialization and inculturation of contemporary students were actively taking place. Furthermore, the source must be known to a wide audience within the national media system of Russia. e analysis of foreign sources and sources in a foreign language that are popular among Russian consumers is allowed. e source must contain a description of a hero or character, descriptions of individual elements of the image or references to it, and must be familiar and relevant to the student. e analyzed hero must either be the main character or be mentioned at least three times in the source. ird, it was noted that a separate group of students should participate in the experiment. Under the guidance of a teacher, this group independently carries out content analysis and cre- ates a hero avatar, and then takes part in the survey. e subject of the researcher’s analysis is the constructed hero avatar and the survey responses. In this case, the researcher gains access both to sources in various areas of spiritual culture and media that are relevant and selected by the students themselves, and to their assessment of leading media images of heroes that are genuinely important for the selected group. At the first stage, within the framework of these qualitative studies, the structure of the future methodology was developed and the main levels of its implementation were identified, united in a single process of conducting the experiment. e results of the first stage of the study and the development of the methodology are presented in Table 1. TABLE 1. Structure of the “Hero of Time” methodology. Process Level Tasks Preparation 1 Selection of the student group, conduct of an introductory briefing, introduction of the rules of content analysis. Experiment 2 Selection by students of source domains, division into subgroups, creation of a list of sources by domains. 3 Description by students of the general characteristics of the selected domain. 4 Analysis of the selected sources within the specified period. Identifi- cation of the main images of heroes. 5 Creation of a “hero avatar” by domains. Merging of subgroups and creation of a general hero avatar. 6 Participation of the group in the survey. Analysis 7 Final analysis of the data obtained by the researcher. At the second stage, the substantive aspects of the content analysis and the survey were examined. Within the framework of two focus groups and two expert discussions, the main survey themes were developed on the basis of various elements of the media image of the new cultural hero. e respondents were asked to answer the question of what this image consists of and what the main problems associated with it are. As a result of the analysis of the data obtained, it was established that the key themes in this context are the following: the external portrait of the hero, ideas and values, lifestyle, education and profession, romance and marriage, the

642 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 “fathers and children” theme, success, fears of the hero of the time and his or her desires, and the question of what is “bad” or “good”. Final themes were also identified: who the hero is and how to describe him or her, that is, the hero avatar. In addition, within the framework of these qualitative studies, the leading domains for source selection were identified: social networks, video services, television, film and TV series, literature, advertising, journalism (press), visual arts, music, and performing arts. ese themes and domains formed the basis of the content analysis matrix presented in Table 2. TABLE 2. Content analysis matrix. Domain Social networks, video services, television, film and TV series, lite- rature, advertising, journalism (press), visual arts, music and perfor- ming arts. Years 2010-2025. General characteristics of domain development Main tendencies and trends List of sources (viewed materials) Numbered list of sources, publication details, statistics Answers to the main questions External portrait of the hero of the time. Ideas and values of the hero of the time. Lifestyle of the hero of the time. Role of the profession of the hero of the time. Romance in the life of the hero of the time. Attitude of the hero of the time toward marriage. e “fathers and children” conflict for the hero of the time. Importance of success and its manifestations for the hero of the time. Fears of the hero of the time. Which action is good and which action is bad for the hero of the time? Conclusions Construction of the hero avatar (by analogy with the client avatar method). Main processes Selection of sources, decoding of images by parameters, visualization. During the expert discussions, it was noted that in order to conduct an effective worldview analysis it is necessary to link the topics of the content analysis with the topics of the final sur- vey, which was done. For each topic, clarifying questions were developed. e main task of this survey is to consider not a group but a subjective picture of the hero of the time and to create an individual hero avatar through reflection on one’s own image. It is precisely the comparative analysis of the subjective and the social worldview models, the identification of leading images and characters, relevant sources and their representations in cultural and creative industries that makes it possible to understand the values of a group of students. e structure of the survey by main topics with clarifying questions is presented in Table 3.

Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual 643 Vol. 16(2) mayo - agosto 2026/ 637 - 648 TABLE 3. Structure of the survey. Main topics Clarifying questions Introductory questions How old are you? Indicate your gender. If you are working, in which field? External portrait Describe the clothing style you like most. How important are appear- ance and beauty of a person to you? What is more important for you: naturalness or following trends? Ideas and values Write three words that best describe your value system. What is more important for you: justice or mercy? Why? What is more important for you: money or feelings? Why? What is more important for you: popu- larity or professionalism? Why? What is more important for you: popu- larity or money? Why? How respectful are you toward those who hold opposite views? Lifestyle How dependent are you on social networks and digital technologies? How do you feel about rest and entertainment? How do you prefer to rest? Education How important is education for you? Why are you studying or why did you study? Which professional qualities do you consider most impor- tant? List three to five. What motivates you in professional activity? Do you consider it important to constantly improve your professional skills? If yes, why? Romance and marriage Are you a romantic person? For you, love is… What is more impor- tant: romance or success? Why do people enter into marriage? In your opinion, how has the attitude toward marriage changed in the modern world? What is most important for you in marriage? e “fathers and children” problem Do you learn anything from the older generation? In which spheres of life does the generation gap, in your opinion, manifest itself most acutely today? Success What is success for you? Is success important for you? How do you de- monstrate your success to others? How strongly do you strive for recog- nition and fame? Fears What do you fear most? How do you cope with your fears? Bad or good Give an example of an action that you consider absolutely good. Why? Give an example of an action that you consider absolutely bad. Why? Could you justify violating moral norms in order to achieve a goal? Desires What do you want most? What do you strive for? Hero A hero is… Who is a hero for you now in everyday life? Imagine that you are a writer. Describe the hero of our time for your reader Comparative analysis of the experimental data is carried out by identifying trend based frequent responses and by comparing group and individual hero avatars. Frequency analysis is performed using Microsoft Excel tools, and comparative analysis of the avatars is conducted, among other things, using generative artificial intelligence models, primarily YandexGPT by Yandex. e result of the content analysis in the form of a hero avatar is common to the group, while the specific questionnaire responses are anonymous. e results of the data analysis are not disclosed to the participants in the experiment.

644 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 RESULTS AND DISCUSSION e developed methodology makes it possible to (Mikhaylova, 2024): 1) identify sources of spiritual culture that are important for the student group and images of heroes of the time, both artistic and real (Garaganov, 2024), 2) create a general group portrait of the hero with a de- scription of his or her values, worldview and aspirations, 3) determine on this basis the range of value related problems, such as uncertainty of the picture of the world, differentiation of values within the group, destructive worldview elements, and others, 4) study the individual picture of the world and find in it similarities with the general worldview of the group, 5) assess the main risks of educational activity. Based on the analysis of the data obtained, it is possible to build communication with a selected group of students in the context of three to five shared constructive values, taking into account relevant media images, and to further develop this value framework by instilling new professional and supra professional values, introducing new images of cultural heroes that are consonant with the goals of the university’s educational activity (Akhmetshin et al., 2025b), and developing students’ internal motivation to study by linking it with an image of future subjective well being that determines satisfaction with their education (Vaslavskiy & Vaslavskaya, 2022; Togaibayeva et al., 2023; Kryucheva & Tolstoukhova, 2024). All the technologies described above should be used positively in educational work, cutting off destructive values, destructive heroes and a fragmented worldview (Abdullayev et al., 2024; Serebrennikova, 2024). For exam- ple, the first experience of applying the methodology showed, through the use of cross checking questions in the survey, that more than 60 percent of respondents revealed a conflict between material and spiritual values. ese data must be taken into account in educational work with this group. us, social and educational work whose foundation is value analysis and which perceives and works with relevant media images within the architecture of informal reality will effectively form an integral worldview of students (Shichkin et al., 2024). e methodology presented represents a comprehensive analysis of the values of student youth and its individual groups in the organization of educational work at a university. is study was aimed at creating such a methodology. e “Hero of Time” methodology was devel- oped through qualitative sociological research, including focus groups with students themselves and expert discussions with teachers from various disciplines. It is based on conducting an exper- iment with a particular group of student youth. Within this framework, students independently perform content analysis of cultural sources and construct a unified image, the hero avatar. In addition, a final survey is conducted, the purpose of which is to identify individual heroic images through the prism of reflection. e final analysis is comparative. It evaluates stable images, values and worldviews of the student group and of individual participants within it. is allows the researcher to form a comprehensive understanding of the worldview, of media images and values that are relevant to students and embedded in them, to compile a database of leading sources of spiritual culture (Lykova et al., 2023; Platonova et al., 2025). e researcher can also assess various destructive elements in the axiological framework of students, in their heroes and in their worldview as a whole, as well as evaluate the degree of worldview differentiation (Gabidullina et al., 2023).

Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual 645 Vol. 16(2) mayo - agosto 2026/ 637 - 648 CONCLUSION Within the framework of social and educational work at a university, it is possible to form an integral and constructive professional and supra professional worldview and to increase mo- tivation for learning and engagement in scientific activity, which constitutes the mission of this type of activity. To enhance the effectiveness of social and educational work, it is necessary to intensify the processes of diagnostics and of creating and representing informal reality within the activities of universities. is requires new tools based on quantitative and qualitative analysis and on an experimental foundation. e research materials and its theoretical framework can be used by higher education in- stitutions in their work. In particular, they can be incorporated into programs for organizing social and educational practices with students, within which activities aimed at forming values, worldview, and social responsibility of student youth will be implemented. BIBLIOGRAPHIC REFERENCES • Abdullayev, I., Akhmetshin, E., Nayanov, E., Otcheskiy, I., & Lyubanenko, A. (2024). “Pos- sibilities of using online network communities in the educational process to develop profes- sional skills in students”. Revista Conrado, 20 (98), 395–401. • Akhmetshin, E., Abdullayev, I., Kozachek, A., Savinkova, O., & Shichiyakh, R. (2025a). “Competency-based model for the development of teachers’ personal and professional quali- ties”. Interacción y Perspectiva, 15 (1), 87–97. https://doi.org/10.5281/zenodo.14031118 • Akhmetshin, E., Abdullayev, I., Shichkin, I., Khabibulina, E., Shichiyakh, R., Kudrinskaia, I., & Baryshnikova, G. (2025b). “e role of scientific schools in shaping the intellectual infrastructure of a university”. Nuances: Estudos Sobre Educação, 36, 00, e025017. https://doi. org/10.32930/nuances.v36i00.11289 • Babina, A., & Utusikov, S. (2024). “Methods to develop students’ humanitarian culture in the educational and training process”. Nuances: Estudos Sobre Educação, 35 (00), e024016. https://doi.org/10.32930/nuances.v35i00.10773 • Blumer, G. (2017). Simvolicheskiy interaktsionizm. Perspektiva i metod [Symbolic interaction- ism: Perspective and method]. Moscow: Elementarnyye formy, pp. 343. • Chernova, O., Sabitova, A., Kurenkova, E., & Khaliapin, A. (2025). “Pedagogical scaffold- ing through online quests and its influence on students’ learning motivation in the context of educational digitalization”. European Journal of Contemporary Education, 14 (3), 249–257. https://doi.org/10.13187/ejced.2025.3.249 • Danilova, S. D. (2024). “A project-based approach to managing the interaction of digital university stakeholders”. Economic Problems and Legal Practice, 20 (2), 297–302. https://doi. org/10.33693/2541-8025-2024-20-2-297-302 • Dulina, N. V., Mansurov, V. A., Pronina, E. I., Shirokalova, G. S., Shkurin, D. V., & Yuryev, P. S. (2022). “Folk culture in the assessments of Russian student youth”. Scientific Result. So- ciology and Management, 8 (3), 61–78. https://doi.org/10.18413/2408-9338-2022-8-3-0-5

646 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 • Dunas, D. V. (2022). “Media and socialization: Primary, secondary, or self-socialization? Ex- perience in studying media consumption of “digital youth” in Russia”. Tomsk State University Journal of Philology, 78, 200–224. https://doi.org/10.17223/19986645/78/12 • Dunas, D. V., Salikhova, E. A., Tolokonnikova, A. V., & Babyna, D. A. (2022). “Agenda setting and the Framing effect: On the need for conceptual unity in media studies of digital youth”. Moscow University Journalism Bulletin, 4, 47–78. https://doi.org/10.30547/vestnik. journ.4.2022.4778 • Gabidullina, F., Nikiforova, N., Afanasyeva, I., & Zharov, A. (2023). “Improvement of the learning process: the experience of introducing a cumulative system in assessing student learning success in distance learning”. European Journal of Contemporary Education, 12 (4), 1223–1230. https://doi.org/10.13187/ejced.2023.4.1223 • Garaganov, A. V. (2024). “Cinema as a mirror of urbanization: Socio-psychological analysis of the representation of smart cities in modern cinema”. Economic Problems and Legal Prac- tice, 20 (5), 284–290. https://doi.org/10.33693/2541-8025-2024-20-5-284-290 • Gazizova, F., Chunikhin, A., Kozachek, A., Mussaui-Ulianishcheva, E., Shichiyakh, R., Gubanova, N., & Kol’cova, N. (2025). “Opportunities for the development of higher educa- tion under the influence of digital technology: Prospects of Education 4.0”. Revista on line de Politica e Gestao Educacional, 29 (00), e025008. https://doi.org/10.22633/rpge.v29i00.20124 • Goncharenko, O., Semenkova, S., & Bochantseva, L. (2025). “Experience of social and pedagogical partnership in the formation of the Russian national identity among students”. Interaccion y Perspectiva, 15 (2), 494–501. https://doi.org/10.5281/zenodo.15080450 • Grudtsina, L., Komleva, T., Malinenko, E., Sakharova, S., & Fokina, L. (2025). “Digital governance and the transformation of legal and institutional state society relations”. Revista Universidad y Sociedad, 17 (6), e5535. • Husserl, E. (2010). Kartezianskiye meditatsii [Cartesian meditations]. Moscow: Akademi- cheskiy proyekt, pp. 229. • Ivanova, D. V., & Tazov, P. Yu. (2022). “Dynamics of value orientations of modern student youth in the context of social transformations”. Vestnik MIRBIS, 1 (29), 169–178. https:// doi.org/10.25634/MIRBIS.2022.1.22 • Kalashnikov, N., Artemenko, B., Bystray, E., Ivanova, I., Kolosova, I., & Permyakova, N. (2023). “Effect of social partnership on the development of creative Natural-Science skills in students”. Revista Conrado, 19 (95), 180–187. • Kazenina, A. A., & Sakharova, M. V. (2023). “Traditions and innovations in the value per- ception of the modern student’s activity (educational potential of leisure activities)”. MCU Journal of Philosophical Sciences, 2 (46), 68–75. https://doi.org/10.25688/2078-9238. 2023.46.2.6 • Khammatova, R. S., Gribkova, O. V., Tkhugo, M. M., Ushakova, O. B., Shchetinina, N. N., Krasheninnikova, E. I., & Erofeeva, M. A. (2021). “Specific features of value orientations among the student youth in the context of digital transformation of the education system”. World Journal on Educational Technology, 13 (2), 297–306. https://doi.org/10.18844/wjet. v13i2.5714 • Kochesokov, I. G. (2022). “Lobbying as a way of manifesting public goals: e expe- rience of foreign countries”. Lobbying in the Legislative Process, 1 (1), 18–24. https://doi. org/10.33693/2782-7372-2022-1-1-18-24

Formación de valores y responsabilidad social en jóvenes: una aproximación conceptual 647 Vol. 16(2) mayo - agosto 2026/ 637 - 648 • Kryucheva, Y., & Tolstoukhova, I. (2024). “e importance of motivation in students for successful professional education”. Revista on line de Politica e Gestao Educacional, 28 (00), e023031. https://doi.org/10.22633/rpge.v28i00.19886 • Kurgansky, S., Turavets, N., Grichanikova, I., Kistenev, V., & Segedina, N. (2025). “Trends in the comprehensive training of arts and culture students in the context of digitalization of education”. Revista Conrado, 21 (107), e4878. • Letova, N. V. (2024). “Traditional family values: Moral basis of the state”. Gaps in Russian Leg- islation, 17 (1), 59–66. https://doi.org/10.33693/10.33693/2072-3164-2024-17-1-059-066 • Lykova, I., Mayer, A., Shestakova, O., & Voinova, A. (2023). “Developing a diagnostic com- plex for the study of family upbringing traditions”. Revista on line de Politica e Gestao Educa- cional, 27 (00), e023068. https://doi.org/10.22633/rpge.v27i00.18802 • Malinin, V. A., Povshednaya, F. V., & Pugachev, A. V. (2022). “Formation of the spiritual and moral qualities of the personality of students in the conditions of modern education”. Vestnik of Minin University, 10 (1), 2. https://doi.org/10.26795/2307-1281-2022-10-2 • Mamedova, N., Ivleva, M., Vityaev, S., Buzskaya, O., & Rubtsov, A. (2025). “Value orienta- tions of young people and their implications for social policy”. Interaccion y Perspectiva, 16 (1), 120–127. https://doi.org/10.5281/zenodo.17640332 • Markheim, M. V., & Lukyanova, I. Yu. (2023). “Social subjects of legal relations: Constitution- al refrain”. Lobbying in the Legislative Process, 2 (2), 10–15. https://doi.org/10.33693/2782- 7372-2023-2-2-10-15 • Mikhaylova, S. S. (2024). “Development of an intelligent system for analyzing the achieve- ments of a university student”. Economic Problems and Legal Practice, 20 (2), 185–192. https://doi.org/10.33693/2541-8025-2024-20-2-185-192 • Nigmatullina, K. R. (2022). “e value of digital communication”. Humanitarian Vector, 17 (1), 148–158. https://doi.org/10.21209/1996-7853-2022-17-1-148-158 • Parma, R. V. (2024). “Promoting the patriotic agenda on social media among Russian stu- dents”. Higher Education in Russia, 33 (1), 44–67. https://doi.org/10.31992/0869-3617- 2024-33-1-44-67 • Pashkurov, A., Tarasov, I., & Qiao, K. (2023). “Deep cultural structures of the enlightenment movement and their role in modern social transformation”. Revista Universidad y Sociedad, 17 (5), e5420. • Platonova, E., Panova, E., Lobanova, J., & Otts, E. (2025). “Teaching language and culture through the lexical features of Russian proverbs”. Revista Universidad y Sociedad, 17 (1), e4864. • Pokrovskaia, N. N., Avakova, E. B., & Kuznetsov, A. A. (2024). “Socio-cultural regulation of youth civic consciousness in the digital environment”. State and Municipal Management. Scholar Notes, 1, 251–256. https://doi.org/10.22394/2079-1690-2024-1-1-251-256 • Polyakova, L. Yu., Nizamutdinova, G. F., Zharikov, Yu. S., Kartushina, I. G., Minkova, E. S., Plotnikov, D. A., Popova, O. V., & Ukolova, L. I. (2018). “Design and implementation of university digital campus content as educational process innovative model”. Modern Journal of Language Teaching Methods, 8 (11), 909–915. • Serebrennikova, A. V. (2024). “Improving legal education in the age of digitalization”. Gaps in Russian Legislation, 17 (7), 90–97. https://doi.org/10.33693/2072-3164-2024-17-7-090-097

648 Voskresenskiy, Ivanov, Tatishchev, Chistova Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 • Sergeeva, A. A., & Pitul’ko, K. V. (2023). “Features of countering the spread of the ideology of Nazism among young people”. Security Issues, 4, 60–68. https://doi.org/10.25136/2409- 7543.2023.4.69008 • Sergeeva, S., Gladilina, I., Bulochnikova, N., & Degtev, G. (2025). “Raising the level of legal culture in society: Regulatory framework for academic integrity”. Jurnal CIta Hukum, 13 (2), 355–370. https://doi.org/10.15408/jch.v13i2.47003 • Shabalina, N., Baishev, I., Kolganov, S., Ilina, O., Gribkova, O., & Baksheev, A. (2024). “In- fluence of coaching in pedagogical modeling on the competencies of management students in higher education institutions”. Relações Internacionais no Mundo Atual, 2 (44), 171–183. • Shichkin, I., Ruziev, Z., Jumaniyazova, M., Abdullaeva, M., & Abdullayev, I. (2024). “De- velopment of higher education in the context of digitalization: Developing an effective socio- economic integration model”. Revista Conrado, 20 (S1), 142–147. • Sidorov, V. (2025). “Development of educational process tools in the study of history: Case ‘e influence of mediatization on the formation of historical memory among students who visited exhibitions dedicated to the Second World War’”. Nuances: Estudos Sobre Educação, 36 (00), e025013. https://doi.org/10.32930/nuances.v36i00.11277 • State Duma of the Federal Assembly of the Russian Federation (2012). Federal Law of Decem- ber 29, 2012 No. 273-FZ “On education in the Russian Federation”. Sobranie Zakonodatel’stva Rossiiskoi Federatsii [SZ RF] [Collection of Legislation of the RF] 31.12.2012, No. 53 (Part I), Item 7598. • Titova, M., Zhuzeyev, S., Kozachek, A., Andreeva, E., & Shichiyakh, R. (2025). “Develop- ment of visual communication competencies in the educational practice of students in the context of evolving artificial intelligence tools”. Revista Conrado, 21 (S1), e5051. • Togaibayeva, A., Ramazanova, D., Kartbayeva, Zh., & Kereyeva, R. (2023). “Effect of the development of didactic and practical skills in future special education teachers on their pro- fessional readiness for work in an inclusive educational environment”. European Journal of Contemporary Education, 12 (4), 1447–1462. https://doi.org/10.13187/ejced.2023.4.1447 • Usmanova, Y., Khudoykina, T., & Adayeva, O. (2025). “Simulation and social learning: strategies for the communicative training of future lawyers”. Interaccion y Perspectiva, 15 (3), 943–954. https://doi.org/10.5281/zenodo.16916134 • Vaslavskiy, Y., & Vaslavskaya, I. (2022). “e post-COVID-19 future: State capability in ensu- ring shared prosperity”. Institutions and Economies, 14 (1), 27–47. https://doi.org/10.22452/ IJIE.vol14no1.2 • Vassilchenko, N. V. (2024). “Social partnership in education as a subject of legal relations- hip”. Gaps in Russian Legislation, 17 (7), 72–78. https://doi.org/10.33693/2072-3164-2024- 17-7-072-078 • VCIOM (2020, December 28). Geroi goda — 2020 [Heroes of the year 2020]. Available: https://wciom.ru/analytical-reviews/analiticheskii-obzor/geroi-goda-2020 (accessed Septem- ber 15, 2025). • Zvereva, E. A., & Khvorova, V. A. (2022). “Transformation of value orientations of young people in a modern information and communication environment”. Communication Studies, 9 (1), 7–28. https://doi.org/10.24147/2413-6182.2021.9(1).7-28