Systematizing civic patriotism education in Belarusian higher education: curriculum uniformity, institutional practices and a tripartite methodology

Abstract

The purpose of the article is to examine the system of civic patriotism education in Belarusian higher education through three interconnected dimensions: curriculum framework, institutional implementation, and underlying method-ology. Drawing on document analysis of national regulations and comparative study of 13 representative institutions – including top-tier, specialized, regional, and military universities – the article identifies a vertically integrated and na-tionally standardized model. A questionnaire survey of 78 students from three universities supplements the analysis. The findings reveal that civic patriotism education is organized through a tripartite methodology comprising a value-oriented approach centred on historical memory and state ideology, an activity-based approach realized through volun-teer service, museum pedagogy, and BRSM-led initiatives, and a hierarchical cultivation approach progressing from undergraduate cognitive formation to graduate-level professional responsibility. Survey results indicate that 82% of stu-dents report improved attitudes toward Belarus, and 87.2% support mandatory patriotic education. The article concludes that the Belarusian model combines curricular uniformity with institutional adaptation, offering potential reference value for other states seeking to integrate civic values into higher education.