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This article explores inclusive values development in primary education, suggesting new pedagogical models for fostering tolerance and equality.
This article explores the theoretical and methodological foundations of establishing inclusive values within the primary education system and their role in the modern educational paradigm. The primary objective of the research is to identify pedagogical mechanisms for developing inclusive values such as tolerance, equality, and social solidarity among primary school students. The study provides a scientific justification for the transition from a “medical model” to a “socio-pedagogical model” of education.
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Ulashova et al. (2026) studied this question.
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