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EFFECTIVE METHODS OF NATIONAL VALUE-BASED ECOLOGICAL
EDUCATION IN PRIMARY SCHOOL
Jovliyeva Salima Abdimumin kizi
1st-year Master's student, Termiz state pedagogical institute, department of theory and
methodology of education and upbringing (primary education).
Abstract:
This article explores the implementation of effective methods for ecological education
in primary schools, grounded in national values. In the face of global ecological degradation,
educating children about environmental responsibility through culturally relevant pedagogy
becomes vital. The research investigates how integrating national traditions, customs, and
folklore into ecological instruction enhances students' moral, emotional, and behavioral
engagement. An experimental study involving 160 primary school pupils across three schools in
Surkhandarya region was conducted. Both quantitative and qualitative methods were applied,
including pre- and post-tests, observations, and interviews. The study found that students who
participated in national value-based ecological activities demonstrated increased environmental
awareness, respect for nature, and initiative in eco-friendly behavior. The results support the
hypothesis that national values provide a meaningful framework for shaping ecological
consciousness. The article offers pedagogical recommendations for embedding traditional
ecological ethics into primary education, thereby fostering sustainable cultural-ecological
integration from an early age.
Keyword:
national values, ecological education, primary school, pedagogy, environment,
sustainability, moral development, nature, tradition, teaching methods, culture, behavior
INTRODUCTION
The current environmental crisis presents a pressing challenge that transcends scientific
understanding and demands profound shifts in education and cultural consciousness. With
escalating ecological degradation, climate disruption, and biodiversity loss threatening global
well-being, the need for value-driven ecological education has become ever more urgent [6;8].
Educators across the world are reevaluating curriculum frameworks to incorporate environmental
ethics, and one increasingly vital strategy involves drawing upon national cultural values.
National values represent the collective moral, spiritual, historical, and cultural identity of a
people. In Uzbekistan, these values are closely tied to respect for nature, stewardship of land and
water, and communal responsibility toward environmental preservation. Folklore, proverbs, oral
traditions, and seasonal customs reflect a deep ecological awareness that has sustained
communities for generations [1;2]. Teaching ecological ethics within this framework allows
children to perceive nature not as an abstract system, but as a sacred legacy to be cherished and
preserved.
Recent educational reforms in Uzbekistan emphasize the formation of ecological culture and
environmentally responsible behavior in students from an early age [3]. However, there is a
noted gap in methods that effectively integrate ecological content with national cultural heritage.
While state standards define environmental learning outcomes, they often lack culturally
contextualized teaching strategies that resonate with children's everyday experiences and moral
references [4;9].
The primary school stage is a sensitive and formative period for the development of value
orientations, behavioral norms, and emotional attitudes. According to Vygotsky’s sociocultural
theory and Piaget’s stages of moral development, children at this age learn best through modeled
behavior, moral stories, and emotionally engaging experiences [5;6]. Therefore, embedding
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ecological themes within culturally meaningful narratives and practices increases cognitive
retention and moral internalization.
This research aims to explore how national values can serve as a pedagogical foundation for
ecological education in primary school. It seeks to identify effective instructional strategies that
develop children’s respect for nature through cultural ethics. The study is guided by the
hypothesis that national value-based content enhances the environmental consciousness of pupils
more effectively than neutral, abstract approaches.
The central objectives of the study are as follows:
1.
To identify and classify elements of Uzbek national values that promote ecological
awareness.
2.
To develop and implement methodological strategies that integrate national traditions
into ecological education.
3.
To evaluate the effectiveness of these strategies in shaping pupils’ environmental
behavior, moral reasoning, and emotional engagement.
This article presents the findings of a pedagogical experiment conducted in three primary schools
in the Surkhandarya region. The intervention included a series of lessons, storytelling sessions,
nature-based projects, and extracurricular activities built on national customs and ecological
principles. Pre- and post-intervention assessments, combined with behavioral observations and
stakeholder interviews, were used to assess the program’s impact.
The research builds on prior theoretical contributions from Uzbek and international educators
who emphasized the importance of culturally grounded pedagogy in character formation and
ecological education [1;4;7]. It contributes to the growing div of scholarship advocating for
education that is both locally relevant and globally responsible. Furthermore, it aligns with the
aims of Education for Sustainable Development (ESD), which promotes integrating values,
ethics, and culture into teaching environmental responsibility [10].
In conclusion, this study argues for an education system that not only imparts environmental
knowledge but also evokes pride, empathy, and responsibility through national traditions. By
aligning ecological education with cultural identity, schools can foster a generation of citizens
who are both ecologically literate and culturally rooted.
MATERIALS AND METHODS
This research was conducted using a pedagogical experiment approach within a mixed-methods
design to evaluate the effectiveness of national value-based ecological education in primary
schools. The study was carried out in three public schools in the Surkhandarya region of
Uzbekistan over the course of the 2023–2024 academic year. Participants included 160 pupils
from grades 2 to 4, as well as 12 teachers and 45 parents. Stratified random sampling was used to
ensure diverse representation in gender, age, and academic performance [2].
METHODOLOGICAL FRAMEWORK
The methodological framework was designed in alignment with the principles of cultural
pedagogy, developmental psychology, and environmental education. Four components formed
the foundation of the instructional methodology:
1.
Cognitive Component
– Focused on imparting ecological knowledge through national
proverbs, historical examples of environmental stewardship, and stories from Uzbek folklore
(e.g., tales of “Oftobbibi” and “Qushparast ota”) [1;2].
2.
Emotional-Value Component
– Emphasized internalization of respect for nature
through recitation of poetry, songs about seasons, and visual art inspired by native flora and
fauna [3;4].
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3.
Behavioral Component
– Implemented through guided eco-activities such as “Navro‘z
tree planting,” waste sorting competitions, and “Clean Mahalla” days based on community
traditions [2;5].
4.
Social Component
– Involved parents and community elders in storytelling sessions,
joint gardening, and ecological discussion clubs held on weekends [6;10].
EXPERIMENTAL DESIGN
The pupils were divided into two equal groups: the experimental group (n=80) received
instruction via the national value-based ecological methodology, while the control group (n=80)
received standard lessons on nature and environment as per the national curriculum. Over a 4-
month period, 32 lessons were conducted in each group.
INSTRUCTIONAL STRATEGIES USED
Storytelling Sessions
– Weekly narrative-based lessons incorporating traditional tales
about animals, rivers, and respect for trees [1;6].
Thematic Role-Playing
– Students enacted folk scenes that emphasized nature care,
including dramatizations of spring planting and animal protection.
Ecological Projects
– Students created nature conservation posters with traditional
ornamentation, and designed eco-crafts from recycled materials.
Reflection Diaries
– Each student kept a journal to record thoughts and feelings about
nature throughout the intervention, used for qualitative analysis.
DATA COLLECTION METHODS
1.
Knowledge Tests
– Administered pre- and post-intervention to assess basic ecological
understanding and national tradition knowledge [7].
2.
Behavioral Observation Checklist
– Used weekly by teachers to document observable
eco-friendly habits (e.g., trash picking, saving water, classroom cleanliness).
3.
Student Diaries and Drawings
– Analyzed to evaluate emotional resonance and moral
perspective on environmental issues [3;10].
4.
Semi-Structured Interviews
– Conducted with teachers and parents to assess
perceptions of students’ behavioral and emotional change [4;9].
DATA ANALYSIS TECHNIQUES
Quantitative data from test scores were analyzed using SPSS, applying paired-sample t-tests to
compare gains in knowledge. Behavioral data were coded and ranked using a 5-point Likert scale.
Qualitative data from interviews and journals were thematically analyzed using NVivo to
identify recurring cultural-moral concepts and ecological attitudes [8;11].
ETHICAL CONSIDERATIONS
The research adhered to ethical standards set by the Ministry of Preschool and School Education
of Uzbekistan. Written consent was obtained from parents, and student anonymity was preserved
throughout the study [6].
RESULTS
The findings from this research demonstrate the effectiveness of national value-based ecological
education in fostering environmental awareness, emotional sensitivity, and behavioral change
among primary school students.
KNOWLEDGE IMPROVEMENT
Analysis of the pre- and post-tests revealed a statistically significant increase in ecological and
cultural knowledge among the experimental group compared to the control group. The average
test score for the experimental group increased from 62.3% to 88.7%, while the control group
showed only a modest improvement from 61.9% to 70.4% [7]. Students in the experimental
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group displayed deeper comprehension of native ecosystems, national traditions related to nature,
and sustainable practices rooted in Uzbek culture.
BEHAVIORAL OUTCOMES
Behavioral observation checklists indicated notable improvements in environmentally
responsible habits. Students in the experimental group more frequently demonstrated behaviors
such as turning off water taps, using cloth bags instead of plastic, and picking up litter in
schoolyards without adult prompts [3;5]. Weekly records showed a consistent upward trend in
eco-friendly behavior, with 68% of students showing regular engagement by the fourth month of
the intervention, compared to just 31% in the control group.
EMOTIONAL AND MORAL DEVELOPMENT
Analysis of reflection diaries and artwork revealed increased emotional attachment to nature.
Drawings depicted scenes of tree planting, clean rivers, and protected animals, often
accompanied by moral messages (e.g., “Protect the bird’s nest,” or “Do not harm trees”) [3;10].
In journal entries, students frequently used terms such as “duty,” “care,” and “gratefulness” in
connection to nature and national traditions.
TEACHER AND PARENT FEEDBACK
Interviews with teachers and parents highlighted a perceived increase in students’ sense of
environmental responsibility and moral maturity [4;9]. Teachers noted that pupils who had
previously been passive in environmental activities became active organizers of class clean-ups
and home-based eco-projects. Parents reported that children had begun to influence family
practices, such as encouraging recycling or minimizing water waste at home.
GENDER AND GRADE-LEVEL DIFFERENCES
Further analysis showed that while both boys and girls benefited from the intervention, girls
exhibited slightly higher levels of emotional engagement in diary entries and visual expression,
while boys showed stronger improvements in active behaviors. Grade 4 pupils demonstrated
greater depth of understanding and moral reasoning than Grade 2 pupils, likely due to age-related
cognitive maturity [6].
In summary, the results confirm that ecological education grounded in national values
significantly enhances students’ ecological knowledge, attitudes, and actions compared to
standard environmental instruction. The combination of culturally meaningful content and
participatory methods proved highly effective across all dimensions assessed.
DISCUSSION
The results of this study offer compelling evidence that integrating national values into
ecological education significantly enhances students’ knowledge, behavior, and emotional
connection with the natural world. The positive outcomes observed across cognitive, behavioral,
and affective domains align with and extend previous research advocating for culturally
contextualized pedagogical approaches in primary education [1;4;7].
One of the key insights from this study is that national value-based content deepens the relevance
of ecological topics for young learners. Unlike abstract presentations of environmental issues,
content rooted in folklore, traditions, and community practices engages students’ existing value
systems and family beliefs. This finding is consistent with constructivist theories of learning,
which posit that new knowledge is best assimilated when linked to learners’ prior experiences
and cultural frameworks [5;6].
The success of the emotional-value component—through poetry, storytelling, and visual
expression—supports the idea that moral and emotional engagement is essential for the
internalization of ecological principles. Children do not simply learn “about” the environment;
they learn to “feel” for it, to care for it, and to act in its defense. This emotional bond, often
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lacking in traditional instruction, appears to be a critical driver of long-term attitude formation
and behavior change [3;10].
Equally significant is the role of behavior modeling and community involvement. Observations
during the intervention revealed that children responded positively to the participation of parents,
elders, and local leaders in school-based ecological activities. This aligns with Vygotsky’s
concept of the “zone of proximal development,” where learning occurs most effectively in
socially enriched environments. When children witness respected figures demonstrating eco-
conscious behavior, they are more likely to emulate it [5].
Moreover, the improvement in environmental behavior among students—such as independently
cleaning schoolyards or saving resources—demonstrates that values-based instruction can
translate into practical, observable habits. The effectiveness of these behaviors suggests that
incorporating national values does more than inspire temporary enthusiasm; it builds a stable
moral compass that guides children’s decisions in real-world contexts [2;9].
The nuanced differences observed in gender and grade-level responses also offer important
pedagogical insights. Girls’ stronger emotional expression and boys’ more action-oriented
engagement suggest that ecological education can benefit from differentiated strategies that
recognize developmental and gender-based learning preferences. Additionally, the greater depth
of reasoning observed in older students confirms the value of a spiral curriculum, where concepts
introduced early are revisited with increasing complexity over time [6].
This study contributes to a growing field of culturally responsive education, which argues that
learning outcomes are enhanced when instruction reflects the linguistic, historical, and moral
traditions of the learner’s community. In the case of Uzbekistan, where national identity is
deeply intertwined with land, water, and agricultural heritage, ignoring cultural dimensions in
environmental education risks creating disconnects between knowledge and action.
One practical implication of the findings is that teacher training programs must be updated to
include competencies in cultural-ecological pedagogy. Many educators expressed initial
uncertainty about using folklore and national symbolism in lessons. With adequate resources,
sample lesson plans, and professional development, teachers can be empowered to integrate
national content meaningfully and confidently [4;8].
Another critical implication concerns curriculum design. Environmental topics should not be
relegated to science classes alone, but should permeate literature, ethics, history, and arts
education. By embedding ecological themes across disciplines, supported by cultural references
and national stories, schools can foster a more holistic environmental consciousness.
Limitations of the study include its relatively short duration and regional focus. A longer-term
study across multiple provinces would provide more generalizable data and allow for assessment
of the sustained impact of the intervention. Moreover, while qualitative methods offered rich
insights, triangulating findings with parent and community behavior data would further
strengthen the conclusions.
Future research should explore the integration of national ecological values with modern
technological tools—such as digital storytelling, gamified eco-lessons, and interactive
platforms—that maintain cultural depth while appealing to digital-native students. Additionally,
comparative studies across cultures could help refine universal elements of value-based
ecological pedagogy.
In conclusion, this study illustrates that ecological education grounded in national values is not
only pedagogically effective but also culturally essential. It offers a promising pathway for
developing environmentally responsible citizens who are proud of their heritage and motivated to
protect the natural world that forms part of their national identity [10].
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CONCLUSION
This study examined the effectiveness of integrating national values into ecological education in
primary schools, and the findings affirm its pedagogical and cultural significance. The research
demonstrated that national value-based methods not only improve students’ ecological
knowledge but also instill deep emotional engagement and meaningful behavioral change. These
outcomes support the premise that education becomes more impactful when grounded in the
cultural and moral heritage of learners [1;4;6].
The structured methodology applied in the experimental group, which incorporated storytelling,
national traditions, artistic expression, and community participation, provided a comprehensive
learning environment. Students developed both cognitive understanding and emotional
sensitivity towards environmental issues, and translated these into real-world behaviors. The
success of this approach underscores the value of combining didactic instruction with
experiential, culturally meaningful pedagogy [3;7;10].
A particularly noteworthy result was the development of moral reasoning and civic responsibility
in pupils. Children began to articulate their duties to the environment not as abstract obligations,
but as acts of loyalty to national customs and shared values. This represents a powerful shift
from passive learning to active citizenship, which is the ultimate goal of ecological education in
the 21st century [2;9].
From a policy perspective, this study suggests the need for educational reforms that emphasize
cultural integration in environmental instruction. Curricula should be revised to include
ecological narratives rooted in folklore, poetry, and national symbols. Teacher training programs
must equip educators with the tools to confidently apply culturally adaptive teaching strategies,
and schools should actively involve families and communities in environmental learning
initiatives [4;8].
For future development, the methodology outlined in this research can be adapted and expanded
across different regions and subjects. The national values of any country can be harnessed to
enrich the emotional and moral fabric of environmental education. Cross-cultural comparative
research may reveal universal patterns and offer broader insights into value-based ecological
instruction.
In conclusion, the fusion of ecological education with national values is not merely a
pedagogical enhancement—it is a necessity. As the world faces increasingly complex
environmental threats, culturally grounded education stands out as a transformative strategy. It
nurtures students who do not only understand environmental science but also feel responsible for
the landscapes, traditions, and ecosystems that define their national identity [5;10].
This study reaffirms the role of schools as cultural and ecological institutions. By embracing
national heritage in ecological instruction, educators can shape generations that are
environmentally conscious, morally grounded, and culturally proud.
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