The Problem of Studying the Outcomes of Students' Civic-Patriotic Education in Scientific Research

This article presents the results of an analysis of scholarly publications regarding the civic-patriotic education of students across various educational levels. The study aims to examine the extent to which the outcomes of civic-patriotic education—as well as the criteria and indicators for assessing them—have been conceptualized, while accounting for principles of continuity and age-appropriateness. The research is grounded in cultural, axiological, and systems-activity approaches, which shape the understanding of the essence and outcomes of civic-patriotic education. Research methods included the analysis of open-access scholarly publications, synthesis, systematization, and the formulation of conclusions. The analysis encompassed 173 scholarly articles (including 7 from abroad), 28 monographs, and 28 dissertations (including 4 from abroad). Source selection criteria included relevance to the research topic, authorship by researchers and practitioners, and a primary focus on the 2015–2026 period. The study reveals sustained interest among scholars and practitioners in the essence, content, and methodological tools of civic-patriotic education, alongside a lack of sufficient research into its outcomes and the corresponding criteria and diagnostic frameworks. The findings provide a foundation for creating a database that enables educators to develop a unified understanding of the outcomes of this educational area and to establish a criteria-based diagnostic framework—aligned with principles of age-appropriateness and continuity—thereby enhancing the overall effectiveness of civic-patriotic education for students.