Theoretical and methodological foundations for developing the basics of civic stance in primary school students within socio-educational partnerships

The research aims to identify the theoretical and methodological foundations for forming the basics of the civic stance of primary school students within socio-educational partnerships. It was determined that these foundations consist of the systemic-axiological, sociocultural, and contextual-activity approaches. The article provides a characterization of the systemic-axiological approach, which regards values as the system-forming component of upbringing. The sociocultural approach allows for an analysis of the process through the lens of cultural heritage, social norms, and societal value attitudes; its main principles are systematized and justified within the paper. The contextual-activity approach is implemented through the interiorization of cultural values and the exteriorization of value attitudes in practical activities by involving children in meaningful, socially significant activities that model real civic practices. The novelty of the article lies in the integration of these three methodological approaches into a unified framework, creating a holistic theoretical justification for the process of developing a civic stance in primary school students within socio-educational partnerships. This expands the boundaries of traditional pedagogical research by offering a fresh perspective on the interaction between educational organizations, families, and society. The study resulted in the identification and scientific justification of three key methodological pillars: the systemic-axiological, sociocultural, and contextual-activity approaches.