Patriotism and civic engagement in the perceptions of Russian youth: insights from a sociological analysis

Introduction. The relevance of this research stems from the need to foster active patriotic behaviour and civic participation among the younger generation. Aim. The present study aimed to conduct a sociological analysis of young people’s ideas about patriotism, civic engagement practices, and attitudes towards citizenship. This included the use of cluster analysis to identify groups exhibiting the most typical behaviours in the realms of patriotism and citizenship. Subsequently, the study sought to pinpoint potential problem areas in the upbringing of citizens and patriots, with the goal of informing reasonable changes in educational work with youth. Methodology and research methods. The methodological foundation of this article comprises a set of theoretical concepts concerning the phenomenon of patriotism, including the identification of passive, active, and blind types of patriotism. A quantitative methodology was selected to conduct the empirical study, providing the basis for clustering analysis. The sociological survey was administered to school students, students of pedagogical universities and colleges, and young teachers in educational institutions (n = 16,800) via online questionnaires using Yandex.Forms. The results were analysed using SPSS statistical software. Results and scientific novelty. Four cluster groups – “active patriots”, “moderate patriots”, “undecided”, and “negativists” – characterised by varying degrees of active, passive, and blind patriotism, were empirically identified. A comparative analysis of these results with those from Russian and international empirical studies was conducted. It was concluded that a significant proportion of young people belong to the cluster group of negativists, who exhibit patriotic indifference and are unable to fully accept the norms and values of Russian society. The issue is outlined as the emergence of groups of young people who struggle to successfully implement their life plans and are potentially at risk of developing radical sentiments. Practical significance. The conclusions reached are of both theoretical and practical significance for enhancing the organisation of educational activities within institutions. They may prove valuable to those organising youth work in nearly any educational setting, as well as in socially oriented non-profit organisations engaged in patriotic and civic projects.

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