Innovative methods of fostering a sense of patriotism in primary school students through the reading of literary texts

this research explores the educational potential of reading literacy lessons in fostering patriotism among primary school students. The study particularly emphasizes the use of innovative methods in teaching literary texts to develop national consciousness and devotion to the homeland. Methods such as observation, experimental testing, interviews, and content analysis were applied to demonstrate the effectiveness of innovative approaches through practical examples. In the current context of global educational reforms, the cultivation of national identity and patriotic values among young learners has become increasingly vital. In primary education, reading lessons based on literary texts play a unique role not only in language development but also in shaping students’ emotional and civic consciousness. These texts introduce children to the moral and historical heritage of their nation, help them empathize with the characters, and stimulate reflection on themes of loyalty, courage, and love for one’s country. Despite the clear educational potential of literary reading, traditional methods often fail to fully engage students or activate their personal responses. Therefore, the need arises to apply innovative teaching approaches that are interactive, student-centered, and emotionally engaging. Such methods can transform reading classes into powerful tools for nurturing a sincere sense of patriotism from an early age. The research was based on a combination of theoretical and empirical methods. Theoretical analysis involved reviewing relevant psychological, pedagogical, and methodological literature on patriotic education and primary reading instruction. Empirical methods included: classroom observations during reading lessons; surveys and interviews with students and teachers to evaluate their perceptions of patriotism; a pedagogical experiment structured in three phases: 1. Diagnostic (pre-assessment) – evaluating the initial level of students’ patriotic awareness and emotional engagement with literary texts; 2. Formative (implementation) – conducting a series of reading lessons using innovative strategies such as dramatization, storytelling, project-based learning, multimedia integration, and values-based discussion; 3. Control (post-assessment) – analyzing changes in students' attitudes and reasoning based on post-intervention tasks and feedback. The study was conducted with 4th-grade students in several public primary schools, with both experimental and control groups involved for comparative purposes. The experiment confirmed that innovative reading strategies significantly enhanced the formation of patriotic values in primary school students. Learners exposed to active and emotionally rich teaching methods demonstrated: deeper comprehension of literary content with a focus on moral and national values; increased ability to identify and articulate patriotic messages in texts; more empathetic and reflective responses to characters and events; improved motivation and engagement during reading activities. Compared to students in the control group, those in the experimental group showed greater awareness of concepts such as loyalty, national pride, and social responsibility. They also participated more confidently in class discussions and were better able to relate text content to real-life patriotic examples. The study showed that the use of innovative methods in teaching literary reading contributes to the development of patriotism among younger students. In the modern educational environment, student-centered, interactive, and activity-based approaches are especially important, as they help not only to understand the content of the text but also to develop value orientations and a civic position. During the experiment, methods such as storytelling, dramatization, project-based activities, working with illustrations and multimedia, critical reading, and discussions were applied. These methods actively engaged students in the learning process and created an emotionally rich environment where children could empathize with the characters, analyze their actions, and reflect on the moral and patriotic ideas presented in the text. The experiment with 4th-grade students showed that such methods develop analytical thinking, the ability to express personal opinions about the text, foster respect for culture, history, and national heroes, and strengthen qualities such as responsibility, love for the homeland, and the desire to be useful to society. The results highlight the necessity of systematically introducing innovative approaches into educational practice. The developed methodological recommendations can be used by teachers when designing literary reading lessons aimed at the patriotic education of younger students.

patriotism, literary reading, primary education, innovative methods, student engagement, moral development, national identity