This article addresses one of the pressing challenges of modern education – the moral upbringing of children in the context of rapid globalization and technological change. Moral education during primary school years is crucial, as it is a sensitive period for forming value orientations, behavioral models, and social responsibility. Despite the recognized pedagogical potential of animation, empirical studies on its structured use in moral education remain limited, particularly in Kazakhstan.The aim of this study was to develop and experimentally test an educational cartoon collection designed according to moral-educational criteria and to assess its effectiveness in enhancing the moral education of younger schoolchildren. The research was conducted in 2024 with 51 participants (third and fourth graders) at a secondary school in Pavlodar region. A mixed-methods design with pre-test and post-test measures was applied. Three standardized diagnostic tools (Shilova, Kalinina “Finish the Story,” Kalinina “Plot Pictures”) were used to assess children’s moral development.Quantitative results showed that the proportion of students at a high level of moral education increased from 32% to 38%, while the share of those at a low level decreased from 15% to 3%. These changes were statistically significant (χ² = 9.62, p < 0.01; Cohen’s d = 0.47). Qualitative analysis revealed richer moral vocabulary, stronger empathy, and more reasoned moral justifications after the intervention.The findings indicate that carefully selected cartoons, when embedded within a structured educational framework, can serve as an effective pedagogical tool for fostering moral values, empathy, and ethical reasoning in primary schoolchildren. At the same time, the study acknowledges limitations related to sample size, regional scope, and short intervention duration. Future research should expand to multiple schools, apply longitudinal designs, and compare cartoons with other pedagogical tools.
Assanbayeva et al. (Mon,) studied this question.