THE ROLE OF FUTURE PRIMARY TEACHERS IN THE DEVELOPMENT OF NATIONAL IDENTITY

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 37 THE ROLE OF FUTURE PRIMARY TEACHERS IN THE DEVELOPMENT OF NATIONAL IDENTITY S.U. Sa’dullayeva 1st year basic doctoral student of the Kori Niyazi State Pedagogical University https://doi.org/10.5281/zenodo.17393932 Abstract. This article analyzes the important role of future primary school teachers in the formation of national identity in the younger generation. Special attention is paid to the issue of integrating national values, cultural heritage and traditions in the process of training teachers. The article discusses the formation of national consciousness in students preparing for teaching, how it affects their ability to educate patriotism, cultural belonging and civic responsibility in students. Also, future primary school teachers are provided with information about the formation of nationality, cultural heritage, and self-awareness in students during the educational process. Keywords: national identity, teacher training, primary school, future teachers, cultural values, civic education, national consciousness, cultural heritage. Introduction. In the modern era, as globalization and technological developments rapidly change the structure of society, the formation of a strong national identity is of particular importance. In countries like Uzbekistan, with a rich cultural heritage and a young population, the education system is a key platform for instilling national consciousness. Primary education in particular plays an important role in this process, as it forms the basic values and beliefs that serve to understand the national identity of an individual. Also, subjects such as “Education” and “Fundamentals of Spirituality” aimed at developing national consciousness have been introduced into the curriculum. Through these subjects, it is intended to teach students more deeply the history, traditions, and moral values of their nation. Realizing the important role of educators in nation-building, Uzbekistan is carrying out comprehensive reforms to improve its education system. In collaboration with the Ministry of Public Education and international organizations such as UNESCO, teacher training programs have been developed to instill modern pedagogical skills and in-depth national values in teachers. These initiatives are particularly aimed at primary school teachers, who play a leading role in shaping the national pride and identity of the younger generation. Literature review. The essence of the concept of national identity in the education system and its practical application have received wide scientific attention in recent decades. National identity is understood as a multifaceted social construct that includes a common history, culture, language, and collective memory. The role of the teacher in primary education should not only provide knowledge, but also serve to instill values and form a personal identity. Recent empirical studies emphasize that the primary education period is the most important stage for the formation of national consciousness. The UNESCO 2023 report on education for sustainable development noted that in countries that integrated national values and cultural heritage into early education, students' civic engagement and national pride increased by 15–20%. There is a growing consensus in the literature on the need to include modules for in-depth mastery of national identity and cultural competencies in teacher training programs. However, according to data from Central Asian countries, only 45% of educational institutions that train SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 38 primary school teachers fully master the topic of national identity. This may limit the opportunities for future educators to form national identity. Khamidov et al. (2022) studies have shown that the inclusion of traditional folklore, national history, and the mother tongue in the pedagogical process has a positive impact on increasing students' sense of identity and belonging to society. These results are consistent with global trends and highlight the effectiveness of education based on cultural responsibility. Methodology. This study used mixed methods—a quantitative questionnaire and qualitative interviews—to determine the role of future primary school teachers in developing national identity. The study was conducted in five leading pedagogical universities in Uzbekistan from January to April 2025, taking into account the geographical and demographic diversity of these locations. A structured questionnaire was distributed to 600 final-year students of primary education. The questionnaire measured knowledge of national history, cultural traditions, attitudes and readiness to integrate national identity into the pedagogical process. The reliability of the questionnaire was 0.87 in terms of Cronbach's alpha. SPSS 28.0 software was used for bulk and inferential statistics, including factor analysis and regression models. According to preliminary results, approximately 62% of respondents reported a moderate level of readiness to teach national identity concepts, while 18% considered themselves unprepared, indicating a significant gap in pedagogical education. In-depth semi-structured interviews were conducted with 30 teachers and curriculum developers. Thematic analysis identified systemic problems - such as insufficient integration of national identity in the curriculum, a lack of culturally appropriate materials, and the need for continuous professional development in national identity pedagogy. Taking into account current data and trends in educational policy development, the study projected the effectiveness of educational reforms until 2030 using scenario analysis. If investments in curriculum revision and digital resource development continue, the proportion of teachers qualified in national identity education is expected to increase from 45% to 75%, significantly improving the quality of primary education. Results. The conducted empirical study revealed complex and multifaceted data on the readiness of future primary school teachers to form national identity and their views on this process. According to the results of quantitative analysis, 62.3% of respondents indicated that they were moderately prepared to integrate national identity topics into pedagogical practice, 18.4% considered themselves not sufficiently prepared, and only 19.3% assessed themselves as well prepared. These indicators reveal a significant gap in the current pedagogical education curricula on national identity. Conclusion. This study once again confirmed the importance of preparing future primary school teachers to actively participate in the formation of national identity in the younger generation. While there is a positive attitude towards the importance of national identity education, significant shortcomings have been identified in teacher training, curriculum content, and the availability of educational resources. Statistical analyses have shown that a comprehensive understanding of national heritage and the use of this content in the educational process are inextricably linked to increased pedagogical effectiveness. To address these challenges, comprehensive measures are needed in several areas: enriching teacher training programs with knowledge of national history and culture, expanding access to culturally appropriate and diverse educational materials, and introducing a system of continuous professional development in the SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 39 pedagogy of national identity. Also, the integration of modern technologies, such as virtual and interactive digital platforms, can make the educational process more effective and interesting, but this must be combined with the creation of infrastructure and equal opportunities. It will be important to assess the effectiveness of these reforms in the future. Future primary school teachers are required not only to have academic knowledge, but also to be able to embody the national spirit and instill it in students. This article analyzes the complex role of future educators in the formation of national identity, existing strategies, challenges faced, and development prospects. REFERENCES 1. Akhmedov, B. (2020). The role of primary education in the development of national spirituality. Tashkent: Publishing House of the National University of Uzbekistan. 2. Islamov, D. (2019). Pedagogical skills of primary school teachers and national identity. Tashkent: Publishing House "Ta'lim". 3. Karimova, M. (2021). National culture and education: Modern approaches. Tashkent: Publishing House of the Academy of Sciences of Uzbekistan. 4. Ministry of Education of the Republic of Uzbekistan. (2023). 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