Value Orientations of the Russian and Malaysian Education Systems: Points of Integration

This research article addresses the issue of developing international integration in the sphere of education. In modern society, the relevance of this issue stems from intensifying contradictions. On the one hand, the principles of educational system sovereignty must be upheld; on the other, the viability and effectiveness of educational integration among different countries depend largely on the extent to which their value orientations align.Under these conditions, the need for the social institution of education to fulfill its axiological and ideological functions is becoming increasingly evident. On the one hand, education is a product of society’s value orientations; on the other, the education system serves as a primary driver for shaping, reinforcing, and transmitting national spiritual and moral priorities. This process takes on specific characteristics within the context of educational integration among individual countries.The aim of this article is to identify the value-based foundations for the integration of the education systems of Russia and Malaysia. To this end, a comparative analysis is conducted regarding the national idea, national interests, strategic national priorities, value-based foundations, and national development goals of the two states. Axiological and ideological approaches were selected as the methodological basis for the study.The primary research method involves an analysis of official state documents and concepts—specifically Malaysia’s *Rukun Negara* and Civilizational Islam (*Islam Hadhari*), alongside the concept of traditional spiritual and moral values ​​in Russia. A comparative analysis revealed a "matrix" of national ideas that ensures societal integrity and prospects for development; identified a common foundation for the national ideas of Russia and Malaysia; established similarities between Malaysia’s national aspirations and Russia’s national interests; highlighted instrumental and substantive commonalities in the value orientations of Russian and Malaysian societies; and presented a network structure of national development goals for both states.A comparative analysis leads to the conclusion that a shared value-based, conceptual, and ideological space exists for international sociocultural integration, and identifies the key parameters of Russian-Malaysian integration in the field of education. The practical significance of the study lies in the fact that the identified common value-ideological "matrix" of educational integration between Russia and Malaysia establishes a framework for making organizational and managerial decisions—and implementing them—by all participants in educational relations and stakeholders involved in educational integration.