Traditional values in contemporary foreign pedagogical research: the Republic of Belarus

Introduction. In the context of escalating international tensions, strengthening traditional values as a factor in ensuring the country's national security is becoming increasingly important. Given the growing need for Russian science and practice to develop effective solutions to the problem of introducing students to traditional Russian values, international experience is of interest, particularly that of Russia's closest neighbors, with whom Russia shares much in common in culture, value orientations, and folk traditions. These countries include the Republic of Belarus, whose experience in developing scientific problems of introducing students to national values is of particular interest to Russian pedagogical science and practice today.Materials and methods. The study utilized methods of theoretical analysis, synthesis, search, selection, systematization of sources, comparison of research results, and generalization of the obtained data. Pedagogical periodicals from the Republic of Belarus were reviewed over five years (2021-2025): scientific articles were selected and analyzed that examine various aspects of pedagogical axiology, approaches to developing students' value orientations, and preparing teachers to address this pressing issue. Results. A review of research trends in pedagogical axiology in the Republic of Belarus was conducted using materials from periodicals published over the past five years. Development trends in this research area, relevant aspects, and theoretical and practical experience in enhancing the value potential of education and developing teachers' readiness to transmit traditional national values to students were identified.Discussion and conclusions. The analysis demonstrated a strengthening of the axiological approach to the development of all levels of education and to the training of teaching staff; an expansion of the scope of pedagogical axiology in terms of updating and in-depth development of approaches to developing specific groups of values in students (patriotic, spiritual and moral, environmental, aesthetic, family, etc.); and a development of understanding of the essence and independent significance of axiological competence, teachers' professional values, and the conditions for their development.