MILITARY-PATRIOTIC EDUCATION OF YOUTH: THEORETICAL FOUNDATIONS AND PRACTICAL IMPLEMENTATION IN UZBEKISTAN

Abstract

Military-patriotic education constitutes a core component of state youth policy in post-Soviet transitioning societies, blending theoretical foundations of value formation with practical mechanisms for preparing youth for national defense and civic duty. This study explores the theoretical underpinnings and practical implementation of military-patriotic education (harbiy-vatanparvarlik tarbiyasi) among Uzbek youth, within the framework of the “New Uzbekistan” strategy and the Third Renaissance vision. Drawing on document analysis of key policies (e.g., Cabinet of Ministers Resolution No. 34 of January 28, 2026, and the 2023–2027 Concept) and a mixed-methods survey of 385 university and secondary-school students (aged 16–22; 51% male) from Tashkent and regional institutions, the research reveals strong alignment between theoretical models and state programs. Quantitative data indicate high participant satisfaction with “Schools of Courage” (Jasorat maktablari) initiatives (M = 4.67/5.00, α = .89), with significant positive correlations between program participation and self-reported patriotic readiness (r = .62, p < .001). Qualitative thematic analysis highlights effective integration of historical heritage (e.g., Amir Temur’s legacy) and modern pre-conscription training, though gaps persist in rural outreach and digital engagement. Findings extend global pedagogical frameworks while underscoring Uzbekistan-specific adaptations amid geopolitical challenges. Policy recommendations include scaling digital modules and longitudinal impact evaluation to enhance effectiveness.