Mechanisms for Enhancing the National Upbringing of Primary School Students in A Digital Learning Environment

Children of primary school age now spend a substantial part of their day in front of screens. This simple fact has reshaped the conditions under which they form their first attachments to language, history, and shared cultural memory. The article asks how schools in Uzbekistan can use the digital learning environment, rather than fight against it, to strengthen national upbringing among learners aged seven to ten. The study draws on three sources: international research on digital citizenship and character education, the legal framework introduced by Presidential Decree No. PQ-183 of 15 May 2025, and the experience of Singapore, the Republic of Korea, the United Kingdom, and several Asia-Pacific countries that participate in the UNESCO Digital Kids initiative. Six mechanisms emerge from the analysis. Content has to be age-appropriate. Cultural heritage needs to enter the platform through interactive formats, not as static text. Information safety must be taught, not only filtered. Digital citizenship has to be built as a real competency. Teachers need preparation that goes beyond technical training and reaches into the pedagogy of values. And the platform itself must include monitoring tools that show what is actually working. None of these mechanisms is enough on its own. Together, they form a system. The paper closes with three practical proposals: a national framework for classifying children’s digital content, a teacher support scheme tied to that framework, and a national repository of culturally rooted educational resources designed for primary school learners. The argument throughout is that national upbringing in a digital age is not a matter of adding patriotic content to existing platforms. It is a matter of designing the platforms themselves around the formative needs of young children.

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