Integration of National and Universal Values in Developing Moral Choice Competence Among Primary School Students

The article examines the pedagogical integration of national and universal values as a conceptual basis for developing moral choice competence among primary school students in the context of globalization. The study is theoretical and analytical in nature and draws on value theory, moral education research, UNESCO frameworks on global citizenship and human-rights-oriented education, as well as the current educational and upbringing policy of the Republic of Uzbekistan. Moral choice competence is interpreted as an integrated ability to recognize the moral dimension of a situation, compare alternatives through value-based criteria, anticipate the consequences of a decision for oneself and others, justify a chosen action, and translate the decision into responsible behavior. The analysis shows that national and universal values should not be taught as competing or mechanically combined lists. National values provide culturally meaningful forms of identification, continuity, responsibility, family and community belonging, while universal values establish ethical criteria related to human dignity, justice, equality, tolerance, solidarity and respect for diversity. On this basis, the article proposes a four-component pedagogical model comprising axiological-cognitive, emotional-empathic, reflective-evaluative and behavioral-choice components. The model is operationalized through moral dilemmas, culturally embedded narratives, dialogic discussion, perspective taking, cooperative tasks and reflective assessment. The proposed approach is intended to strengthen culturally grounded yet universally responsible moral agency in primary education.