Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa* Nadezhda Babarykina 1 , Alexander Buyanov 2 , Svetlana Lobyntseva 3 1 Research Institute for Childhood, Family and Education, Moscow, Russia. E-mail: novikova@institutdetstva.ru; ORCID ID: https://orcid.org/0009-0000-8842-1392. 2 Research Institute for Childhood, Family and Education, Moscow, Russia. E-mail: buyanov@institutdetstva.ru; ORCID ID: https://orcid.org/0000-0002-1840-1369. 3 Research Institute for Childhood, Family and Education, Moscow, Russia. E-mail: lobyntseva@institutdetstva.ru; ORCID ID: https://orcid.org/0000-0002-3238-9810. Resumen. Un componente importante del trabajo social y la educación de las generaciones más jóvenes es el desarrollo de un programa para fomentar los valores espirituales y morales tradicionales. El estudio tuvo como objetivo identificar los efectos de la formación social en la juventud, en particular el desarrollo de la responsabilidad social, la identidad cívica y una actitud vital activa. El artículo presenta los resultados de una investigación teórica y empírica realizada en 2025. El estudio se llevó a cabo en las plataformas innovadoras del Instituto para el Estudio de la Infancia, la Familia y la Educación, con docentes que implementan el programa Orlyata Rossii y padres de los niños participantes. El método de investigación clave fue una encuesta. Los resultados del estudio establecen los efectos de la formación social de Orlyata Rossii, centrándose en el desarrollo de la actividad social como condición para la formación de la orienta- ción valórica de los jóvenes en las organizaciones educativas. También se revelaron cier- tas inconsistencias que reducen la eficacia del programa en la implementación práctica. No obstante, los elementos desarrollados y probados del programa pueden integrarse en otros programas de formación social para jóvenes. Estos elementos pueden promover el autoconocimiento y el desarrollo personal de los niños, su experiencia de participación Recibido: 27/12/2025 ~ Aceptado: 02/03/2026 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.19254395 Vol. 16 (2): 649 - 664 pp, 2026 * e results stated in the article were obtained in the framework of the research work “Educational potential of the program of social activity development Orlyata Rossii in the formation of the team and value orientations of primary school students in order to integrate them into the activities of children’s and youth public associations” (registration number 1024101800010-6-5-5.3.1, code (cipher) of the scientific topic assigned by the founder (organisation) IMLY-2025-0014).

650 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 Development of value orientations of the younger generation: fostering social responsibility, civic identity, and an active life stance Abstract. An important component of social work and upbringing of the young- er generation is the development of a program to foster traditional spiritual and moral values. is objective entails the need to find effective instruments to develop the value orientations of students in educational organizations. e study aimed to iden- tify the social upbringing effects of the development of value orientations in youth, particularly the development of social responsibility, civic identity, and an active life stance. e paper reports the results of theoretical and empirical research conducted in 2025. e study was conducted at the innovative platforms of the Institute for the Study of Childhood, Family, and Education on teachers implementing the Orlyata Rossii program and the parents of participating children. e key research method was a questionnaire survey. e results of the study establish the social upbringing effects of Orlyata Rossii, targeting the development of social activity as a condition for building the value orientations of youth in educational organizations. Certain in- consistencies that reduce the program’s effectiveness in practical implementation were also revealed. Notwithstanding, the developed and tested elements of the program can be integrated into other programs for the social upbringing of youth. ese elements can promote the self-knowledge and self-development of children, their experience of participation in the public life of the municipality, region, and country, as well as the development of social responsibility, new social roles, and models of cooperation and the formation of a shared perspective of various life situations. Keywords: values, general education organizations, schoolchildren, teachers, parents. INTRODUCTION e family and the education system traditionally play a key part in shaping the value ori- entations of younger generations (Hitlin & Piliavin, 2004; Khammatova et al., 2021; Agre et al., 2023; Letova, 2024). In regulatory documents governing the work of educational organiza- tions, traditional spiritual and moral values are defined as an invariant component of social and upbringing work (Lykova et al., 2023; Shichkin et al., 2024). e transfer of values and their as- similation by students is the fundamental goal of social upbringing activities, the expected results of which may be different depending on the age stage (Vassilchenko, 2024; Rakimzhanova et al., 2025). ese tasks raise the need to identify effective tools to develop the value orientations of students in educational organizations (Ukolova et al., 2024; Beskorovaynaya et al., 2025). en la vida pública del municipio, la región y el país, así como el desarrollo de la respon- sabilidad social, nuevos roles sociales y modelos de cooperación, y la formación de una perspectiva compartida sobre diversas situaciones de la vida. Palabras clave: valores, organizaciones de educación general, escolares, docentes, padres.

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 651 Vol. 16(2) mayo - agosto 2026/ 649 - 664 e purpose of this study was to identify the social upbringing effects of the development of value orientations in youth in general education organizations. Specifically, the focus of the research lay on the formation of social responsibility, civic identity, and an active life stance. LITERATURE REVIEW One of the most productive mechanisms for the transition of social value to the category of personally significant value orientation is the upbringing process in educational organizations (Sheripova & Alieva, 2024; Maimerova et al., 2025). Hinging on the socially recognized and supported examples of pedagogical culture, cultural life, communication, the cultural image of a person, and proper behavior and activity, the upbringing process in educational organizations ensures the formation and development of the value-meaning sphere of the personality among students (Goloshumova et al., 2019). e content of the value-meaning sphere can be inter- preted as the cognitive representation of, among other things, the satisfaction of communication interaction needs within interpersonal coordination and as part of group survival and well-being (Schwartz & Bilsky, 1987; Roccas & Sagiv, 2010; Pashkurov et al., 2023). e successful con- solidation of the values broadcast by the teacher in children’s value-meaning sphere and the development of their subjective significance are evidenced by several criteria. A model developed by Safiullina (2014) highlights the following criteria: 1) informational – the child’s knowledge of values, meanings, and norms of interaction both with peers in particular and generally in human relationships and the functioning of so- ciety; 2) intellectual – the level of ability to analyze one’s own and other people’s actions and deeds in terms of compliance with the values adopted in society and the ability to determine the subjective significance of these values; 3) emotional-value – the ability to emotionally react to the surrounding reality in a positive way and emotionally-morally assess people’s individual actions and deeds (including their own); 4) motivational – the child’s awareness of subjective moral responsibility to the surrounding society and reality, as well as the expression of kindness, justice, and empathy towards others; 5) activity-instrumental – the child’s ability to help others and choose relevant behavior op- tions. ese criteria concord with the provisions of the Federal Working Program for Upbringing (FWPU) on the transfer of values in the process of upbringing. Specifically, the FWPU provides for informing students, providing them with knowledge about values (consistent with the in- formation criterion in Safiullina’s model), fostering their personal attitudes to these values (the emotional-value and motivational criteria), and creating conditions for students to accumulate experience acting in accordance with the obtained values, knowledge, and attitudes (the activity- instrumental criterion). A critical outcome of a child assimilating the translated values is reflec- tion on its personal significance and willingness to integrate it into their personal value-meaning sphere (corresponds to the intellectual criterion) and regulate their behavior, communication, and activity on its basis from then on (Mikhaylova, 2024; Kurushkin & Polukhtina, 2025).

652 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 Solovtsova (2012) describes four stages of the assimilation of values as part of the upbring- ing situations created by the teacher: 1) preparatory, 2) value presentation, 3) disclosure of value content, 4) organization of substantive activities based on the assimilated value. ese stages of value assimilation underscore the role of the teacher, who exerts upbringing influence in the situation of the translation of values and their interiorization by students (Izo- tova, 2024; Sidorov, 2025). e professional responsibility of the teacher entails a qualitative dis- tinctiveness of both the value translation process (purposeful, not situational and sporadic) and the content of the broadcast values (reflected upon and focused on concrete norms, attitudes, and ideals, rather than actualized by the subject’s internal state and external factors) (Weran & Kuswandono, 2021). is role makes the teacher one of the key actors in the formation of the value orientations of schoolchildren (Akhmetshin et al., 2025). at being said, parents unequiv- ocally retain the priority right to bring up their children as they see fit (Temerbayeva et al., 2023). e conducted analysis of theoretical sources demonstrates that the value transfer process is multidimensional and multifactorial. At the same time, it leads us to conclude that the problem of developing the value orientations of schoolchildren is currently underdeveloped, and the con- ditions for the effectiveness of this process need to be studied closely. METHODS Study design and research subject To achieve the set research goal, we focused on systematizing data on the detection of social upbringing potential. Comprehensive child upbringing can only be achieved through productive interaction between the faculty of an educational organization and parents, including as part of extracurricular activities. One example of such activities is the Orlyata Rossii program, which has been implemented in schools since 2021. According to the official website, the number of its participants has now reached 4 million students and 150 thousand teachers. Such a large-scale project can be considered a modern sociocultural phenomenon in the Russian educational space. erefore, there is a need to explore its role in the development of value orientations among younger students. e present study uses the example of the Orlyata Rossii program, targeting its influence on students’ personal and social development and the formation of peer groups in younger schoolchildren. In our inquiry, we turned to research on the psychological and pedagogical aspects of the Orlyata Rossii program for the development of social activity of primary school students. e ex- perience of its implementation in general education institutions was studied in 2025, relying on the works of Melnikova (2025), Bogumilchik (2025), Izotova (2024), and Pechkanova (2025), as well as the relevant experience of innovative platforms of the Institute for the Study of Child- hood, Family, and Education. e Orlyata Rossii program is designed to aid in the development of students’ knowledge of social values relationships and experience of positive transformation of the social world based on traditional Russian spiritual and moral values. e program also seeks to foster a culture of communication and love for the Fatherland, its history, culture, and nature, as well as to nurture

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 653 Vol. 16(2) mayo - agosto 2026/ 649 - 664 independence and responsibility. e design of the program accounts for the characteristics of primary school age. At the beginning of this stage, the child is only beginning to gain serious so- cial responsibilities in their transition from kindergarten to school. By the end of primary school age, having gone through the development of social activity, the child already has an activated subjective position and the desire to gain recognition from peers and be included in the reference group (Feldstein, 2009). At its core, the Orlyata Rossii program is aimed at developing the civic activity, patriotism and social responsibility of primary school students; maintaining their interest in educational and extracurricular activities; and shaping a value attitude towards the Motherland, team, family, health, nature, and knowledge (Bogumilchik, 2025). ese values are embedded in the content of the main areas of education for younger students, which prioritize the development of leader- ship, responsibility, collectivism, and patriotism, nurturing diligence, work, mercifulness, empa- thy, interest in knowledge, sports, and health, and personal environmental culture. e work envisioned in the program’s different tracks largely overlaps with the methodology of collective and creative activity developed by Ivanov (2021). Specifically, Ivanov’s methodology involves the participation of younger students in the joint organization and implementation of educational events of various orientations (Buyanov & Lobyntseva, 2023; Pashkurov et al., 2023) and provides for the active involvement of students’ parents in various roles (participants, hosts of individual tracks, specific events, etc.) (Nevzorova, 2023). e interaction of all subjects has to be built on cooperation, which is supported by collectively adopted rules (norms) of relations, by delegating real managerial powers to students, and by building an environment of mutual responsibility and mutual trust. is approach is consistent with the ideas of self-organization of children and adults in the education system, which we understand as “e process of transformation of subjective uncertainty into certainty, as well as the sponta- neous emergence of small informal societies (groups, associations, formations, communities, teams), the source of which is a factor impulse, the essence is effective joint interactions to overcome uncertainty, and the basis of existence is social interactions or interpersonal com- munication” (Evladova et al., 2020: 262). e program is implemented as part of extracurricular activities. According to the Federal Educational Program for Primary General Education, extracurricular activities are an indispens- able part of the basic educational program and are aimed at “the achievement of the planned results of mastering the primary general education pro- gram, taking into account the extracurricular training courses chosen by the participants of educational relations from the list proposed by the educational organization and carried out in forms other than lessons” (Ministry of Education of the Russian Federation, 2023). erefore, these activities need to harmoniously supplement the FWPU to provide a posi- tive upbringing effect. Accordingly, the Orlyata Rossii program should be viewed as a resource for organizing a united upbringing space that will improve the effectiveness of FWPU imple- mentation in primary school. is positive contribution stems from the fact that the Orlyata Rossii program is built on the same methodological approaches and principles as the FWPU, has similar goals and objectives, and targets the same values.

654 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 e upbringing effects of the program can be judged by the actualization of certain up- bringing value orientations in students’ behavior (Bardi & Schwartz, 2003) that reflect the basic constitutional and traditional spiritual and moral values of Russia. According to the axiological approach, this manifestation of values is the goal of upbringing and serves as an indicator of the transfer and assimilation of values specified in the targets of upbringing programs for each age stage. Given that the program was launched in general education institutions relatively recently, its effectiveness in developing students’ value orientations is not that well-researched. e pres- ent research is a pilot study focused on determining the positive social upbringing effects of the program that can serve as a basis for the primary study of its effectiveness. Research stages and methods e study was conducted at the innovative platforms of the Institute for the Study of Child- hood, Family, and Education among teachers implementing the Orlyata Rossii program and the parents of participating children. e purpose of the survey was to study the attitude of these subjects to the Program and identify its advantages and disadvantages in terms of content, meth- odological equipment, and upbringing effects. Accordingly, the primary research method at this stage was a questionnaire, which com- prised several blocks of questions: • assessment of the existing experience of upbringing practice related to the implementa- tion of the program; • the attitudes of teachers and parents to the Orlyata Rossii program; • assessment of the level of satisfaction with the program and its methodological content among teachers; • aspects of the influence of the program on students’ development; • identification of challenges and problems arising in the implementation of the program. e study covered a total of 72 educational organizations. e choice in favor of the Insti- tute’s innovative research platforms was determined by a number of factors: direct involvement in the implementation of the program; the interest of administrators and teachers in improving the effectiveness of the program; organizational and management conditions allowing to opti- mize data collection and analysis (the availability of a coordinator from the Institute, work chats, updated contact databases, access to the necessary information resources (the Anketolog system), technical support specialists, etc.); and the ability to constructively and promptly revise research tools, if necessary. In order to identify the upbringing effects of the program as one of the conditions for the development of value orientations in younger students in general education organizations, we conducted a comprehensive analysis of theoretical and program-methodological materials, which enabled us to establish and summarize the methodological foundations of the study. rough direct participation in the examination of materials submitted by applicants for the status of the Institute’s innovation platform under the Orlyata Rossii program (videos demonstrating practi-

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 655 Vol. 16(2) mayo - agosto 2026/ 649 - 664 cal implementation, presentation materials, and methodological developments), a number of contradictions were discovered: inconsistency of real practice with the expected results stated in the program; inability to apply the tools and the wide range of proposed means and forms of work with younger students in real practice, which undermined the effectiveness of the program; and fragmented and episodic (often formal) involvement of students’ parents, who are high- lighted as key subjects in the goals and objectives of the program. Consequently, the content of the study and its design consisted of the following stages: 1) the development of tools in accordance with the purpose of the study; 2) testing the tools and their subsequent refinement; 3) conducting an instructional webinar with the representatives of innovation platforms; 4) direct survey of teachers and students’ parents; 5) processing and inter- pretation of the obtained results; 6) reporting study results. e teacher survey involved the representatives of 25 regions of the Russian Federation. e majority of the sample came from Sverdlovsk and Voronezh Oblasts and Krasnodar Krai and lived mainly in urban settlements (75%). e age of most teachers was from 45 to 60 years (43%) and from 30 to 45 years (34%). e proportion of participants under 30 years old was 16%, and people over 60 years old made up 7%. e recruited teachers had fairly long work experience in general education: the majority had over 20 years of experience (38%), 26% – from 10 to 20 years, 19% – up to 10 years, and 17% – less than 3 years of teaching experience. Most of the surveyed teachers (60%) described their educational organizations as flagships of the Orlyata Rossii social activity program. is means that they believed their schools to be committed to providing methodological support to teachers from other educational organiza- tions in their region to effectively master the program methodology, study, and exchange experi- ence. Of the surveyed teachers, 89% had experience participating in the program, with the ma- jority (36%) having been involved for one year, 31% – for two years, 16% – for three years, and 6% – for 4 years. A total of 11% of the teachers did not have such experience. e parents participating in the survey represented 30 regions of the Russian Federation, the majority being from Sverdlovsk, Voronezh, Nizhny Novgorod, Novosibirsk, Saratov, Sverd- lovsk Oblasts, and Krasnodar Krai and predominantly residing in urban settlements (86%). Most of the respondents representing the parent community were aged from 30 to 45 years old (82%), the share of participants from 45 to 60 years old was 13%, up to 30 years old – 5%, and over 60 years old – less than 1%. RESULTS One of the key objectives of the study was to compare the ideas of teachers and parents about the value orientations the program is designed to develop. e conducted research suggests no cardinal contradictions and discrepancies in the perception of the Program’s value orienta- tions among these subjects of education. Importantly, this question allowed multiple choice.

656 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 Most teachers suggested that children’s participation in the program contributes to the development of patriotism (94%) and collectivism (78%) and develops the values of historical memory (74%) and the family (73%). On the other hand, the parents of primary school stu- dents pointed out the values of “patriotism” (76%), “mutual assistance and respect” (57%), and “collectivism” (54%). e distribution of responses is detailed in Table 1. TABLE 1. Teachers’ and parents’ perceptions of the program’s value-based content. Values (President of the Russian Federation, 2022) Teachers Parents life 53% 36% dignity 54% 34% human rights and freedoms 47% 25% patriotism 94% 76% civic consciousness 70% 37% devotion to the Fatherland and responsibility for its fate 62% 32% high moral ideals 60% 36% close-knit family 73% 42% constructive labor 59% 28% priority of the spiritual over the material 40% 18% humanism 46% 23% mercifulness 68% 38% justice 59% 45% collectivism 78% 54% mutual assistance and respect 70% 57% historical memory and generational continuity 74% 43% unity of the peoples of Russia 57% 47% Source: developed by the authors. e results show that the differences between teachers’ and parents’ ideas about the edu- cational potential of the Orlyata Rossii program in terms of developing students’ value orienta- tions are insignificant. Both teachers and parents noted the effects consistent with the Program’s upbringing priorities. In percentage terms, however, the answers of teachers significantly surpass those of parents. Considering that the Orlyata Rossii program focuses especially closely on fostering collec- tivism, our study placed a separate emphasis on this aspect. e results reveal that 89% of the teachers argued that the program affects the development of students’ value attitudes towards peer groups, yet 10% of respondents considered this influence insignificant, and 1% saw no influence. At the same time, 80% of the teachers noted that relations in the peer group became more productive as a result of work under the Orlyata Rossii program, 20% found it difficult to answer this question, and less than 1% of teachers answered negatively. Detailing the changes, the teachers reported the following:

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 657 Vol. 16(2) mayo - agosto 2026/ 649 - 664 * the children have become more united – 75%; * the children are actively involved in class/school activities –73%; * the children help one another – 72%; * the children show initiative – 65%; * the children participate in volunteer campaigns and projects – 62%; * the emotional climate in the class has become more favorable – 59%; * the children help each other in lessons – 40%. Nevertheless, the teachers also highlighted some negative phenomena in their students that they believed to be associated with participation in the Orlyata Rossii program: * overload from activities – 12%; * competition in the class –11%; * the appearance of destructive leaders – 6%; * reduced interest in learning – 5%. On their part, most parents (67%) suggested that participation in the Orlyata Rossii pro- gram helped their children significantly improve relationships with peers and friends, 21% be- lieved that it helped slightly, and 9% argued that there was no positive effect. Considering the social upbringing effects of the program, teachers noted positive changes in the communication (60%), cognitive (27%), and emotional (13%) spheres of primary school- children. e most popular reasons determining these changes cited by teachers are the role of col- lective creative activities (their influence was indicated by 85% of teachers), the development of children’s initiative (74%), mentoring, and responsibility for the decisions made (60% each). Just over half of survey participants (56%) also noted the role of joint planning. e importance of children’s self-government was stressed by 43% of teachers, and joint case analysis was men- tioned by 40%. Parents noted an improvement in children’s communication (49%) and an increase in the level of responsibility (48%) and organization (41%) after the inclusion of their children in the Orlyata Rossii program. Among other things, the program provides for the active participation of schoolchildren in the design, development, implementation, and subsequent analysis of educational activities of various ori- entations following the methodology of collective creative activity. is provision is reflected in the answers of teachers. e most significant condition in the Orlyata Rossii program affecting the devel- opment of children’s peer groups, according to teachers, is collective creative affairs (93%) (Figure 1). Great importance was also attached to supporting children’s initiatives and independence, which was noted by 75% of respondents. e content laid down in the tracks of the program was highlighted as important by 58%. Half of the respondents also considered the participation of mentors from the Rus- sian Movement of Children and Youth, the Movement of the First, to be an important condition for the formation of children’s peer groups, and 35% referred to clearly defined scenarios and instructions.

658 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 FIGURE 1. Factors influencing the development of peer groups. Source: Developed by the authors. e Orlyata Rossii program actively involves students’ parents in its implementation. In this context, an interesting fact was revealed – only 2% of teachers noted the involvement of parents as participants in the Program, while 45% of parents of students reported taking part in the Orlyata Rossii program in the following capacities: * supporting (specifics not clarified) and encouraging the child participating in the pro- gram; * helping the child progress through the program tracks; * helping the child in the preparation of creative works; * assisting the class teacher in implementing the program tracks. One of the objectives of extracurricular activities is to support the initiatives of schoolchil- dren and the development of their self-organization, thus contributing to the development of initiative and leadership qualities, and the formation of self-government in the peer group. is implies a gradual transformation of students’ position in joint activities from participants to co- organizers, which is confirmed by survey results. us, the majority of teachers (63%) suggested that schoolchildren had demonstrated ac- tive participation in joint affairs, 21% of teachers noted children’s participation as co-authors of class activities, and 13% asserted that children had realized themselves as project authors and organizers. In this context, a certain pattern can be observed: children in grades 1-2 acted mainly as participants in class events, mastering the methods of constructive interaction with each other, the ability to set individual and collective goals, and acting independently to achieve them; in

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 659 Vol. 16(2) mayo - agosto 2026/ 649 - 664 3rd grade, students became co-authors; in 4th grade, schoolchildren began to take on the roles of authors and organizers of class life. In the 2024-25 school year, the Orlyata Rossii program became the first stage in the inclu- sion of children in the Movement of the First. Our study shows that teachers, much like students’ parents, generally highly appreciate the role of children’s and youth public associations in the development of value orientations in modern children, with 71% of teachers and 70% of parents noting a positive influence. Interestingly, 68% of the surveyed teachers used to be members of public organizations themselves: 50% of the teachers were Little Octobrists, 52% were members of pioneer organizations, and 29% were members of the Komsomol. On the other hand, 55% of the surveyed parents had never been part of public organizations. Of those who had, 26% were Little Octobrists, 21% were in a pioneer organization, and 4% were members of the Komsomol. e majority of respondents who had been involved in public organizations (93%) evaluated this life experience as good or very good (12% and 81%, respectively), while 5% described it as negative. e results give grounds to hypothesize that the subjective experience of teachers and parents can be projected both in a positive and negative way on their activities in the implemen- tation of the Orlyata Rossii program. In general, both teachers and parents have a positive perception of the impact of the Orlyata Rossii program on children. As many as 88% of teachers and 78% of parents agreed that the children enjoyed participating in the program. DISCUSSION e results of the theoretical and empirical stages of our study made it possible to substanti- ate the need for a comprehensive and systematic research of the problem of developing the value orientations of students in general education organizations as part of solving the strategic tasks of education at the current stage in the development of Russian education, in which spiritual and moral values have become an invariant component. e analysis of educational programs demonstrates the high upbringing potential of the Orlyata Rossii program, implemented as part of extracurricular activities. e program provides an important tool for the upbringing of younger students, fostering their civic consciousness, collectivism, and responsibility to society. is conclusion is supported by the teachers and the parents who took part in the study. Furthermore, the Orlyata Rossii program for the development of social activity gives schoolchil- dren the opportunity to prove themselves as active participants, co-authors of class activities, and the authors and organizers of various projects and events, which confirms the high engagement and interest of younger students (Mukhametkairov et al., 2024). ese findings are corroborated by other studies on certain aspects of the implementation of the Orlyata Rossii program. For example, Izotova (2024) investigated the attitudes of teachers to the program Orlyata Rossii among primary school teachers and advisers to directors of educa- tion. e survey covered 1984 respondents, about 90% of whom were involved in the Orlyata Rossii program. More than 90% of the respondents agreed that the Orlyata Rossii program

660 Babarykina, Buyanov, Lobyntseva Interacción y Perspectiva. Revista de Trabajo Social Vol. 16(2): 2026 should be implemented in primary school because of its positive effect on elementary school students, including the development of qualities consistent with the targets of upbringing. e effectiveness of the Orlyata Rossii program for the development of communicative universal learning actions in 2nd-grade students is confirmed by the results of an experiment conducted by Uchaikina (2023). In this study, the experimental group participating in the Orly- ata Rossii program showed a 10% increase in students with a high level of communicative uni- versal learning actions, with a 27% decrease in the low level. In addition, there was a significant increase in the number of experimental group students with a high level of the ability to express their point of view and argue their position. e indicator of the ability to find compromises and coordinate actions with partners also rose in the experimental group. Nevertheless, the study identified certain contradictions that undermine the practical ef- fectiveness of the Orlyata Rossii program in shaping the value orientations of students. e re- sults point to the lack of comprehensive program and methodological solutions and the need to provide scientific and methodological support for the implementation of the program, account- ing for the regional, sociocultural, and ethnocultural features of upbringing activities in general educational organizations. Since the program has been integrated into the activities of the Movement of the First in 2024, its upbringing potential has expanded significantly, providing students with conditions for: * self-knowledge and self-development; * the realization of the rights of participation in the public life of the municipality, the region, and the country as a whole; * the intensification of initiative and independence; * socialization in an informal setting, mastering new social roles and models of coopera- tion, and developing a shared view of various life situations; * the development of social responsibility, civic identity, and an active life stance. CONCLUSIONS e research findings indicate a positive effect of participation in the Orlyata Rossii pro- gram in terms of the development of students’ value orientations according to the subjective per- ceptions of both teachers implementing the program and the parents of participating students. erefore, there is great potential in further empirical study of the effectiveness of the program as a mechanism for developing the value orientations of schoolchildren. e significance of the conducted study lies in the opportunity to apply its results in other programs aimed at forming the values of the younger generation. In particular, the obtained findings make it possible to evaluate the potential of the program and its relevance to the up- bringing activities of educational organizations as part of implementing the Federal Educational Program for Primary General Education and in improving the effectiveness of social upbringing activities designed by general educational organizations.

Desarrollo de las orientaciones de valores de la generación más joven: fomento de la responsabilidad social, la identidad cívica y una actitud de vida activa 661 Vol. 16(2) mayo - agosto 2026/ 649 - 664 Further investigation of this topic will be instrumental for the development of compre- hensive program and methodological solutions for establishing the mechanisms of continuity of social upbringing work between different levels of general education. In addition, continued research will make it possible to effectively integrate the experience of the Orlyata Rossii program into the activities of children’s and youth public associations. Contribution of the authors e authors contributed equally to collecting empirical data, processing data, and writing the article. Conflict of interest statement e authors declare that there is no conflict of interest. BIBLIOGRAPHIC REFERENCES • Agre, N., Lykova, I., Mayer, A. & Mashkova, D. (2023). “Methods for the study of family upbringing traditions in teaching preschool children”. Nuances: Estudos Sobre Educação, 34 (00), e023009. https://doi.org/10.32930/nuances.v34i00.10182 • Akhmetshin, E., Abdullayev, I., Kozachek, A., Savinkova, O. & Shichiyakh, R. (2025). “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 • Bardi, A. & Schwartz, S. H. (2003). “Values and behavior: Strength and structure of re- lations”. Personality and Social Psychology Bulletin, 29 (10), 1207–1220. https://doi. org/10.1177/0146167203254602 • Beskorovaynaya, S., Karimova, D., Akhyadov, E., Kolganov, S., Mamazova, Z. & Aleshkov, A. (2025). “Protection of human rights: participation of european international organiza- tions in regulating the functioning of artificial intelligence (AI) technologies”. Jurnal CIta Hukum-Indonesian Law Journal, 13 (1), 17–30. • Bogumilchik, V. O. (2025). “Razvitie social’noj aktivnosti mladshih shkol’nikov v ramkah realizacii vserossijskoj programmy ‘Orlyata Rossii’” [“Development of social activity of pri- mary school students within the framework of the All-Russian program ‘Orlyata Rossii’”]. Kolpinskij pedagogicheskij vestnik, 1 (2), 165–171. • Buyanov, A. A. & Lobyntseva, S. V. (2023). “Rol’ sobytija v formirovanii cennostnyh orient- acij shkol’nikov” [“How an event can shape schoolchildren’s values”]. Vestnik of State Univer- sity of Humanities and Technology, 4, 33–41. • Evladova, E. B., Lobyntseva, S. V., Miroshkina, M. R., Rozhkov, M. I. & Wagner, I. V. (2020). Self-organization of children of the digital generation in the system of education. In: Elkina, I., Ivanova, S. (Eds.) Cognitive – Social, and behavioural sciences – icCSBs. Vol. 1: European proceedings of educational sciences (pp. 261–271). European Publisher. https://doi. org/10.15405/epes.20121.30 • Feldstein, D. I. (2009). “Sushhnostnye osobennosti sovremennogo detstva i zadachi teoretiko metodologicheskogo obespechenija processa obrazovanija” [“Essential features of modern childhood and the tasks of theoretical and methodological support of the educational pro- cess”]. e World of Education - Education in the World, 1 (33), 3–10.

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