A pedagogical model for ethical-moral development in adolescents through national music: structural components, age-specific considerations, and implementation criteria

Abstract

This article presents a comprehensive pedagogical model for developing ethical-moral competencies in adolescents (grades 5-8) within general secondary education, utilizing national music as the primary developmental tool. Building upon a previously established theoretical framework, this study details the model’s structural and procedural components, grounded in a systemic, person-centered, and activity-based methodology. The research specifically addresses the critical age-specific psychological characteristics of early adolescence, a sensitive period marked by identity formation, self-reflection, and the search for personal meaning. The model’s organizational-content block is elaborated through three interdependent components: cognitive, value-motivational, and activity-based. Furthermore, the study defines specific pedagogical methods, such as musical generalization, emotional dramaturgy, and comparative analysis, tailored for this developmental stage. Essential pedagogical conditions for effective implementation are outlined, emphasizing the teacher’s role as a facilitator. Finally, the resultative block proposes diagnostic criteria and benchmarks for assessing levels of ethical-moral education, drawing upon axiological principles related to self, others, labor, homeland, and the universe. The model is characterized by its holistic integrity, practical applicability, and openness for integration into the broader educational system.