«Patriotism» Russian-Style: How Children Are Raised in Occupied Crimea

The problem of educating a citizen and a patriot of one’s own country has been relevant throughout history. Today, fostering patriotism among the younger generation has become especially important, as solving this issue largely determines a country's future success. Civic and patriotic education is considered one of the prerequisites for preparing people capable of reviving the spirit of the nation and advancing the idea of statehood centered on the individual. However, in some countries, patriotism is cultivated in a very different way.

The so-called moral and patriotic education of children and young people in the Russian Federation, including in the temporarily occupied Crimea, has now become the central element of extracurricular activities in educational institutions, from kindergartens to universities. Notably, the perceived "need" for this form of education emerged only after Russia launched its full-scale invasion of Ukraine. This article examines the methods and practices of the so-called moral and patriotic education already being implemented among preschool and school-age children in the occupied peninsula, as well as those planned for the 2026–2027 academic years.

The "Legislative" Foundation

At the end of September 2022, the leader of the occupying state, Vladimir Putin, held a meeting with members of the Russian Security Council to discuss the organization of "patriotic and moral education" in the country's educational institutions. Beginning on 1 September 2023, educational programmes were revised so that patriotic education became their primary focus. According to Presidential Decree No. 400 of 2 July 2021, "On the National Security Strategy of the Russian Federation," the Russian leadership considers patriotism to be a key safeguard against both internal and external threats to the country's security.

In December 2022, the so-called State Council of the Republic of Crimea adopted a regional "law" on patriotic education, defining the main objectives and directions of patriotic education, as well as the powers of the so-called "state authorities of the republic" in this sphere.

The "law," entitled "On Patriotic Education in the Republic of Crimea," is intended to establish "a modern system of patriotic education that will promote the ideological unity of citizens and strengthen the country's national security," according to Vladimir Konstantinov, the collaborationist serving as the so-called "Chairman of the State Council of Crimea."

According to him, "patriotic education of young people is one of our highest priorities. This year (2022), a specialized committee was established within the State Council. Deputies regularly conduct parliamentary lessons in schools dedicated to important Russian holidays and commemorative dates. We also participate in restoring memorial sites and carry out research to identify the names of soldiers buried in mass graves," the "politician" stated.

He argued that the adopted "law" would "bring patriotic education in Crimea to a qualitatively new level, making it more effective and comprehensive."

The "law" was drafted by the occupation prosecutor's office, the local "Public Chamber," and the so-called Crimean Republican Institute of Postgraduate Pedagogical Education. It proposes establishing military-patriotic, historical, geographical, and other clubs promoting "the prestige of military service" and "motivating young people to defend the Motherland." The authorities also plan to introduce extracurricular activities intended to encourage teenagers to view both compulsory and contract military service positively, while placing schools under the patronage of military units and law enforcement agencies. In other words, the objective is to further militarize children and adolescents in occupied Crimea to an even greater extent than before 2022.

One of the regional features of this "legislation" is its emphasis on the historical, geographical, and local identity of the occupied peninsula. Military-history, local history, and tourism resources are to be developed, along with regional tourist routes for children and young people connected with events of the so-called Great Patriotic War

How Preschool Children Are Being "Patriotically" Educated

According to the current Russian educational "standards" implemented in the temporarily occupied Crimea, the development of children and young people now includes so-called civic, patriotic, spiritual and moral, aesthetic, physical, labour, and environmental education. Schools and preschool institutions are tasked with "forming students' systematic knowledge of Russia's place in the world, its historical role, and its territorial integrity." Consequently, activities devoted to patriotic and spiritual-moral themes have become particularly prominent in light of the current political situation.

The "patriotic" education of preschool children has become one of the principal objectives of the Russian education system, as it is during early childhood that a sense of love for one's homeland is believed to be formed. The occupying authorities understand that timely and "proper" moral and patriotic education at the preschool level serves as the foundation for all subsequent educational work.

Illustrative image

What methods are used to cultivate "patriotism the Russian way" in kindergartens?

First, thematic events are organized, most of them dedicated to public holidays of the occupying state, including Victory Day, National Unity Day, Defender of the Fatherland Day, Russia Day, and the Day of the State Flag of the Russian Federation. Teachers explain the history of these holidays, while children learn whom or what they commemorate. For example, ahead of Victory Day, preschoolers participate in the "Dove of Peace" event by making white paper doves and learning military-themed songs such as Katyusha and Victory Day.

Second, meetings are arranged with war veterans and participants in the so-called "special military operation" (SMO), during which children interact with individuals presented as "defenders" of the Motherland. Preschoolers memorize poems on patriotic themes, prepare drawings for exhibitions and competitions that, paradoxically for a state waging an aggressive war against its neighbours, promote slogans in favour of peace, such as the exhibition entitled "We Need Peace."

Third, conversations play a significant role in this model of "patriotic" education. These discussions vary in content but are always adapted to the children's age. Preschool educators regularly conduct lessons such as "Moscow – the Capital of Our Motherland" (aimed at fostering love for Moscow and Russia while broadening children's horizons and introducing historical traditions), "Mother's Day" (to cultivate gratitude and affection toward mothers), "Defenders of the Fatherland," "The First Cosmonaut" (introducing Yuri Gagarin's achievement and stimulating interest in space exploration), and "My Favourite Kindergarten" (encouraging affection for the kindergarten, educators, and classmates).

The occupying authorities also regard the memorization of proverbs, poems, and songs about the Motherland as an essential element of "patriotic" upbringing. In their view, proverbs and sayings reflect the traditions of the Russian people, express love for the Motherland in a concise form, and introduce children to Russian history.

Poetry is likewise used to convey emotional attachment to the Motherland. Educational programmes include patriotic works by well-known Russian poets such as Sergei Yesenin, Konstantin Simonov, Rasul Gamzatov, Viktor Bokov, Sergei Mikhalkov, and many others.

Children's songs about the Motherland also play an important role in this system of "moral and patriotic" education. Among those commonly used are Borodino, Russia Is a Ship, The State, Because I Love the Motherland, Russia and I, A Song for Russia, Children of Russia, Mother Homeland, My Beloved Russia, I Embrace Russia, and Russia, the Divine Land.

As these activities demonstrate, the occupying state seeks to teach children from an early age — including those living in the occupied territories — to love only one country: Russia. Later, at school and university, this carefully prepared ideological foundation becomes the basis for more sophisticated forms and methods of "patriotic" education.

The "Patriotic" Education of Schoolchildren

The same model of "patriotic" education continues throughout school, as the occupying authorities seek to ensure continuity in the ideological upbringing of children. The system of civic and "moral-patriotic" education is designed to cover the entire period of schooling, while taking into account pupils' age and level of development.

Since September 2022, Russian schools have introduced a weekly class known as "Conversations About Important Things" (Razgovory o vazhnom). This thirty-minute lesson is held every Monday as the first class of the school day in all Russian schools and vocational education institutions. According to the occupation authorities, its purpose is to "cultivate love for the Motherland, patriotism, and pride in one's country." These sessions are intended to take the form of a dialogue between teachers and students, focusing on Russia's history and culture, its role in the international community, and the traditions and distinctive features of the country's regions.

Unlike regular lessons, the Conversations About Important Things classes are designed to avoid conventional teaching methods. The teacher's primary task is to engage students, encourage discussion of important issues, and provide well-reasoned answers to children's questions. Lesson plans include interactive exercises, games, and supplementary educational materials. At the end of each session, students are invited to express their own opinions on the topics discussed. Beginning in the third grade, pupils may also complete a special questionnaire reflecting their views on the lesson's theme. Most sessions are scheduled to coincide with Russian national holidays and commemorative dates.

Another ritual introduced into schools, including those in the occupied Crimean peninsula, is the ceremonial raising of the Russian national flag accompanied by the performance of the Russian national anthem. The government of the occupying state took special measures to ensure that every educational institution was supplied with a national flag. The ceremony is regulated by two official documents: methodological recommendations issued by the Russian Ministry of Education and the official standard governing the flag-raising ceremony.

The procedure is strictly prescribed: the Russian flag is raised before the first lesson every Monday and lowered after the final lesson at the end of the school week. The ceremony is conducted by a designated flag group consisting of one flag bearer and two to four assistants. Membership in the group is reserved for students who have demonstrated outstanding achievements in academics, sports, or creative activities. During the ceremony, all participants perform the national anthem of the Russian Federation.

Is the "New" Simply the Revival of the Old?

Another major innovation introduced after 2022 was the return of Initial Military Training (IMT) to schools. This subject had existed in Soviet schools but was removed from the curriculum following the collapse of the USSR. According to the occupation authorities, restoring Initial Military Training in schools and vocational institutions is another important tool for strengthening "patriotic" education.

Initial Military Training course. Photo from open sources.

Initial Military Training was introduced as part of the subject "Fundamentals of Life Safety" (OBZh) for students in grades 10 and 11, as well as in secondary vocational education institutions. Beginning with the 2023 academic year, a 140-hour programme was introduced, spread over two academic years at two hours per week. Although officially classified as extracurricular, attendance is compulsory, just like any other subject in the school curriculum. Among those recruited to teach the course are individuals with actual combat experience.

The Initial Military Training programme includes weapons handling, first aid in combat conditions, drill training, coordinated group actions, and behaviour in shelters. Equal emphasis is placed on technical skills and the psychological preparedness of students. According to the occupation authorities, the "effectiveness" of the programme is demonstrated by the fact that individuals mobilized for Russia's war against Ukraine who had previously completed Initial Military Training at school are allegedly much better prepared than those who had not.

Beginning with the 2024 academic year, this subject was further revised, resulting in the introduction of a new discipline entitled "Fundamentals of Security and Defence of the Motherland" (OBZZh). This course combined the previous subject "Fundamentals of Life Safety" (OBZh) with Initial Military Training (IMT) into a single integrated programme. The new subject officially entered the school curriculum on 1 September 2024. However, as early as September 2023, students in grades 10 and 11 had already begun studying a transitional module entitled "Elements of Initial Military Training" within the OBZh course, serving as an intermediate stage between the former and the updated curricula.

In June 2026, it was announced that the military component of the "Fundamentals of Security and Defence of the Motherland" course in Russian schools would increase from 20% to 50% of total instructional time beginning with the new academic year. The announcement was made by Sergei Kravtsov, the occupying state's Minister of Education.

"Special attention will be devoted to patriotic education and the preparation of young people. Students in grades 6–11 now study the subject Fundamentals of Security and Defence of the Motherland, approximately 20 percent of which is devoted to Initial Military Training. Beginning on 1 September, this share will increase to 50 percent. The curriculum will include, among other things, the study of unmanned aerial vehicles and practical field training," Kravtsov stated.

In July 2026, the Russian Ministry of Education further announced a draft order replacing the modular structure of the Fundamentals of Security and Defence of the Motherland course with two separate compulsory subjects: Life Safety and Initial Military Training.

The new regulations are expected to enter into force on 1 September 2026 for students advancing to the eighth grade and those entering the tenth grade during the 2026–2027 academic year.

According to Minister Kravtsov, "our task is to make the Fundamentals of Security and Defence of the Motherland course more practice-oriented. It is important that children know exactly how to act in difficult life situations. The discipline will consist of two separate courses of 34 hours each."

According to the occupation authorities, the Initial Military Training course is intended to develop "the foundations of state defence and readiness for military service." Under the programme, students are expected to study the principles of national security enshrined in the Constitution of the Russian Federation, emergency response procedures, the civil defence system, the use of personal and collective protective equipment, and evacuation procedures. Particular emphasis is placed on countering extremism and terrorism, as well as practical first-aid training. The curriculum also includes preparation for military service, familiarization with military regulations, military discipline, and the mastery of basic drill techniques.

In addition, the programme предусматриває the use of practice-oriented interactive teaching methods, including simulator systems and virtual learning models wherever possible.

After Military Training Came "Spirituality"

According to the same Minister of Education of the occupying state, another new subject will be introduced in Russian schools beginning with the new academic year: "Spiritual and Moral Culture of Russia" (SMCR). According to the occupation authorities, the course forms part of a state programme aimed at "fostering respect for the country's history, its culture, family values, and universal human values." The legal basis for introducing the subject is Presidential Decree No. 809 of 2022, "On Approving the Foundations of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values."

The new subject will be introduced gradually. Beginning in the second semester of the 2026–2027 academic year, Spiritual and Moral Culture of Russia will be taught to fifth-grade students. Starting from the 2027–2028 academic year, it will also become compulsory for sixth- and seventh-grade students.

Infographic illustrating the new subject. Photo from open sources.

The course is built around five principal themes:

Russia – Our Motherland: fostering respect for the country's history and remembrance of significant historical events;

Heroes and Feats: stories about individuals whose actions are presented as examples of courage and self-sacrifice;

Family Values and Traditions: lessons devoted to love, care, mutual respect within the family, and the transmission of values between generations;

Russian Culture and Arts: introducing students to Russia's cultural heritage as an integral part of national identity;

Mercy and Compassion: encouraging empathy, a willingness to help others, and respect for other people.

Textbooks and teaching materials for this subject are being prepared under the supervision of Moscow Pedagogical State University (MPSU). In addition, teams of authors and representatives of the Russian Orthodox Church, including its senior hierarch, Metropolitan Tikhon (Shevkunov), are directly involved in developing the curriculum.

Furthermore, as part of the implementation of this subject, 83 individuals have already been selected as "heroes," including participants in the so-called "special military operation" (SMO), about whom documentary films will be produced for educational use.

It must be acknowledged that this model of so-called moral and patriotic education in Crimean schools demonstrates the comprehensive militarization of the education system. The knowledge and skills acquired by students — particularly through Initial Military Training — effectively prepare them to become future combatants by default, conditioning them for participation in military operations in the future.

Vlada SERYKOVA

This material was prepared in partnership with the non-governmental organization Libereco – Partnership for Human Rights.