This study explores the perspectives of students in grades 5–9 in Azerbaijan on national and universal values, identifies their existing knowledge and perceptions, and analyzes the outcomes of a pedagogical experiment based on new methodological approaches. In the context of globalization, fostering value-oriented attitudes while maintaining a balance between global cultural influences and national identity has become a key objective of education. The theoretical framework is grounded in philosophical and pedagogical interpretations of value as a socio-historical construct that shapes personality formation through educational processes. The experiment was conducted in secondary schools in Baku and other regions, involving 200 students and 80 teachers, and revealed that students initially had a limited understanding of these values. The implementation of project-based learning, debates, excursions, parental involvement, interdisciplinary integration, and the use of information and communication technologies (ICT) enhanced both engagement and learning outcomes. The study was carried out with institutional approval and voluntary participation, ensuring anonymity and adherence to ethical research standards. The findings confirm that integrating national and universal values into the educational process strengthens students’ civic awareness, moral development, and active participation in learning.
Shahnaz Abdullayeva (Thu,) studied this question.