PAGE NO. 413-415

Аннотация

The article examines how pedagogical support that stimulates students’ learning initiatives can be systematically harmonised with the broader goals of national upbringing when it is grounded in the values, symbols, and communicative practices of a nation’s culture. Drawing on socio-cultural learning theory and contemporary research on culturally responsive pedagogy, the study analyses an educational intervention carried out in upper-secondary schools that combines initiative-based project work with modules on cultural heritage. A mixed-methods design—incorporating classroom observations, semi-structured interviews, and comparative achievement data—was employed to investigate how the integration of national cultural elements shapes motivational dynamics, cognitive engagement, and socio-emotional outcomes. Results reveal statistically significant gains in self-regulated learning behaviours and cultural identity affirmation among the experimental group relative to a control cohort, alongside qualitative evidence of deeper student–teacher dialogic interaction. The discussion situates these findings within global debates on localisation versus universalisation in curriculum design, arguing that national culture, when treated as a dynamic resource rather than a static canon, can enrich initiative-based learning without sacrificing academic rigour. Recommendations are offered for teacher professional development, curriculum policy, and further research on culturally grounded pedagogical ecosystems. Keywords: National culture, pedagogical support, student initiative, culturally responsive pedagogy, national upbringing, self-regulated learning, mixed-methods. ethical norms, historical memory, and linguistic Introduction: Education systems worldwide heritage through formal and informal learning. It increasingly confront the dual imperative of fostering presupposes an education that is not merely learner autonomy while preserving the cultural instrumental but also civic and moral. When curricular foundations that sustain social cohesion. In post-Soviet innovations are introduced without adequate attention contexts, including Uzbekistan and other Central Asian to these dimensions, students may experience nations, the tension between globalising educational cognitive dissonance, perceiving initiative as at odds reforms and the safeguarding of national identity has with cultural loyalty. This disjunction can erode both grown particularly acute. Pedagogical models that academic motivation and social solidarity. privilege individual initiative—most notably project- based and inquiry-oriented learning—promise to The present study addresses this challenge by exploring cultivate creativity, critical thinking, and how pedagogical support structures designed to entrepreneurial mind-sets. Yet their wholesale stimulate learning initiatives can be intentionally adoption risks disconnecting learning processes from integrated with national upbringing through a national the value orientations and communicative codes cultural approach. By national cultural approach, we embedded in local cultural milieus. understand a framework that embeds local myths, historical narratives, aesthetic conventions, and National upbringing, a concept rooted in indigenous communal practices into the fabric of teaching-learning pedagogical traditions, emphasises the transmission of International Journal of Pedagogics 413 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) interactions. The central research questions guiding differentials. the inquiry are: (1) How does the incorporation of Project portfolio assessment indicated higher mean national cultural content and practices into initiative- scores for the experimental group (M = 86.3, SD = 5.4) oriented pedagogy affect students’ motivational and than for controls (M = 79.1, SD = 6.1), t(423)=12.08, cognitive outcomes? (2) What are the perceptions of p<0.001. Reviewers noted more frequent teachers and students regarding the compatibility of contextualised problem statements, nuanced use of initiative-based learning with national upbringing? (3) culturally resonant examples, and greater reflective Which mechanisms mediate the relationship between depth in conclusions. cultural integration and observed educational Qualitative data supported the quantitative trends. outcomes? Teachers reported that cultural anchoring eased the The research employed a convergent mixed-methods initial apprehension students felt when asked to design. Quantitative and qualitative data were formulate their own research questions; references to collected concurrently and analysed to achieve a richer shared historical experiences and familiar narratives interpretation of findings. The study was carried out provided a ‘cognitive bridge’ to abstract inquiry during the 2024/2025 academic year in four urban processes. Students described heightened upper-secondary schools with comparable soci