Keyword: «identity»

This paper examines the role of the Russian language as a key tool for the integration of cultural and civilizational space during the formation of the Soviet Union in 1922-1924. It analyzes how the Russian language contributed to the unification of various ethnic groups and regions, forming a common identity and contributing to the socialization of the population in new conditions. Particular attention is paid to the language policy of the Soviet state, aimed at standardizing and disseminating the Russian language, as well as its influence on cultural and educational development.

The relevance of the study is caused by the need to adjust the basic elements of students’ historical awareness in the framework of the implementation of the Order of the Ministry of Science and Higher Education of the Russian Federation dated February 27, 2023 No. 208 (amendment to UC-10 "Civic Position" in the 101 Federal State Educational Standard of Higher Education). One of the tasks of government policy to counter the falsification of history is to preserve historical memory, save historical experience, and form traditional spiritual and moral values among students. The dissemination of destructive ideology contributes, among other things, to the distortion of historical truth, the destruction of historical memory. The aim of the article is to analyze the most significant and demanded by young people historical symbols and key events in the history of Russia; to identify the specific features of interpreting the stages of national history within the framework of family historical memory; to study the specifics of updating and interpreting the family past, identifying the main sources and mechanisms to pass on family history. The article presents the results of a longitudinal study of the historical memory of young people. The Omsk Armored Engineering Institute, the Omsk State University named after F.M. Dostoevsky, and the Omsk State Transport University served as the experimental base for the study. 5443 students of Omsk universities took part in the study in the period from 2009 to 2025. The study included a descriptive analysis of key stages and significant events perception in Russian history and a series of unstructured interviews with the use of the semantic differentiation method. The author recorded the characteristics of historical memory formation in students who took part in military operations. Students perceive as the most important stages of the historical process those that have become an important part of personal or family experience and are traumatic ones: participation in voluntary or forced displacements, wars and military conflicts, man-made disasters. The theoretical significance of the study lies in the conceptualization of family memory as a resource for countering extremist views. The authors came to the conclusion that systematic work is needed to develop historical memory based on the family as a commemorative field, to form an archive of oral and visual family history in order to contrast traditional family spiritual and moral values with aggressive information flows that distort the semantic and evaluative part of historical memory. It is this that determines the practical significance of the work.

This article examines the role of the cultural heritage of Russia and the small motherland in the formation of national identity, as well as analyzes the reflection of this topic in the tasks of the Main State Exam (OGE) in English. The research focuses on identifying the relationship between students' awareness of their own cultural identity and the success of completing assignments related to Russian culture and history. The current versions of the Basic State Exam (OGE) in English are being analyzed for the availability of tasks aimed at verifying knowledge about the cultural heritage of Russia and the small motherland. Special attention is paid to the consideration of the potential of these tasks in the development of patriotic education and the formation of a sense of national pride among schoolchildren. The article offers recommendations for including more authentic texts and assignments in educational materials and exam assignments, allowing students to apply language skills to discuss and study the cultural heritage of their country and native land, thereby contributing to the strengthening of their national identity.