Marina Yu. Krinitskaia

The relevance of this research stems from the necessity, under conditions of digital transformation in education and the erosion of traditional values, to develop scientifically grounded didactic criteria adapted to the content of the "Foundations of Russian Statehood" (FRS) course and contemporary educational realities. Overcoming this contradiction will facilitate the formation of a patriotically-minded generation and, consequently, strengthen national security. The objective of the study is to develop and substantiate a system of didactic criteria for the effective teaching of the FRS course in higher education institutions. This system is designed to ensure the unity of educational and formative objectives. The object of the study is the educational practice of implementing the FRS course in universities. The subject is the system of didactic criteria. The design of the system of didactic criteria employed the following methods: pedagogical observation, expert assessment of teaching practices, construction of conceptual maps of value orientations, and interpretation of visual materials. These methods enabled the identification of key didactic criteria ensuring the effectiveness of course delivery and its alignment with modern educational demands. The research has identified and detailed specific didactic criteria. These include: alignment of course content with the value orientations of traditional Russian society; utilization of active learning methods; ensuring interdisciplinary connections; development of critical thinking skills and civic engagement. The developed criteria system allows for the adaptation of the educational process to current socio-cultural conditions while maintaining teaching quality and fostering the development of a socially responsible generation. This study lays the groundwork for developing unified methodological recommendations for teaching the course. The theoretical significance of the study lies in its contribution to the methodology of teaching socio-humanitarian disciplines. The practical significance of applying these criteria is evident in: adapting the learning process to educational realities, enabling flexible responses to social and cultural challenges while preserving educational quality; developing applied skills in designing social initiatives; serving as a tool for personnel policy, aiding in the identification of students with leadership potential and a motivationally-oriented civic stance.