|The conceptual model of the axiological reference of primary school students

Abstract

The article presents the results of theoretical research on the axiological reference framework of primary school students. Starting from the idea of the continuous nature of the learning process of human values, the scientific con-figuration of the Axiological Reference Framework (ARF) was based on the theoretical foundations that provided the premises for the relevant utilization of concepts such as values, value orientations, and axiological reference, as well as pedagogical theories related to values, trust, integration of value orientations, etc. The ARF model integrated various models (such as emotional intelligence-based education), paradigms (humanistic, constructivist, etc.), principles of value orientation formation, and mechanisms of value orientation formation, as promoted methodologically by primary education theory. Curricular determinants regarding the ARF highlight the priority values of students, including respect, kindness, self-education, reflection, resource management, learning management, resilience, creativity, excellence, assertiveness, empathy, innovation, autonomy, integrity, and responsibility. The study of the value formation process has led to the identification of phased mechanisms for the construction of the axiological reference framework in primary education, starting from value awareness to axiological affirmation, social validation, and axiological reflection oriented towards lifelong self-education. The axiological journey of students facilitates the consolidation of personal character traits adjusted to age-specific value orientations within the socio-educational axiological context from the perspective of educational policies.