EDUCATIONAL SIGNIFICANCE OF NATIONAL RELIGIOUS VALUES IN TEACHING ENGLISH TO DIFFERENT AGE GROUPS

Introduction In today's globalization process, English has become one of the main tools of International Communication, Science and education. However, in the process of teaching foreign languages, being limited only to the formation of language skills cannot adequately ensure the spiritual and moral maturity of an individual. Therefore, ensuring the harmony of education and upbringing in the modern educational system, especially teaching, taking into account national and religious values, is considered an important pedagogical task. In scientific research, it is noted that language cannot exist in isolation from culture, and intercultural communication plays an important role in the process of learning each foreign language (Byram, 1997). In this context, the integration of national and religious values in teaching English develops in students not only language competence, but also moral awareness, tolerance and cultural self-awareness. In pedagogical literature, the approach to educational education is recognized as the main factor in the comprehensive development of personality (Vygotsky, 1978; Harmer, 2015). Especially taking “ACADEMIC SPECTRIUM” ilmiy-metodik jurnal into account the psychological and social characteristics of those educated in different age groups, the use of materials of national-religious content increases educational efficiency. Internationally, the issue of preserving and developing cultural and spiritual values in the educational process has also been defined as one of the important areas. In particular, UNESCO documents note that education should serve to form the moral, cultural and social responsibility of the individual. In this regard, this study is aimed at scientifically substantiating the educational significance of national and religious values in teaching English to different age groups, focusing on the issue of strengthening the educational component in modern foreign language education. Materials and methods This study is aimed at determining the educational significance of national and religious values in teaching English to different age groups, in which qualitative (qualitative) and partial quantitative (quantitative) research approaches are harmonized. The design of the study was organized on the basis of a pedagogical pilot model. ➢ Preparatory stage: • In accordance with the topic of the study, educational materials (texts, stories, dialogues) reflecting national and religious values that can be used in teaching English to different age groups were selected. • Separate lesson developments and curricula were developed for each age group (primary, secondary and senior). • The teaching materials were adapted taking into account the age, language level and psychological characteristics of the students (Harmer, 2015). • The survey questions used in the study and the questions prepared for the interview were reviewed by experts in the field of pedagogy and Language Teaching (Cohen et al., 2018). ➢ Main research phase: • The study was carried out in the process of real education, that is, during English classes. • Through the pedagogical observation method, students ' activity in the lesson, communication culture, moral behavior and attitude towards assignments were regularly observed. • Texts, dialogues and situational exercises reflecting national and religious values were gradually introduced into English lessons. • A survey and semi-structured interviews were conducted in order to determine the level of students ' motivation for Learning English and acceptance of moral values (Dörnyei, 2007). ➢ Experimental stage: • Interactive techniques, including role-playing games, problem situations, group discussions, and reflexive assignments, were used during the pilot work. • In each age group, a comparative analysis of the educational effectiveness of classes organized on the basis of national and religious values was carried out. • Changes observed in readers were evaluated through written notes and a generalized table (Byram, 1997). ➢ Results analysis step: • The information obtained was processed and summarized using descriptive and thematic analysis methods. • The results of the study were analyzed on the basis of pedagogical theories that substantiate the relationship between the development of personality and the educational process (Vygotsky, 1978). • In the process of analysis, the importance and effectiveness of a value-based approach in education was highlighted. Results and discussion The results of the study showed that the integration of national and religious values in teaching English to different age groups has a significant educational effectiveness. According to information obtained during pedagogical observation and experimental work, it is possible to more easily instill moral values in young readers, who have mastered moral behavior through fairy tales, stories and “ACADEMIC SPECTRIUM” ilmiy-metodik jurnal simple texts (Harmer, 2015). At the same time, they learned to understand the cultural self and communicate respectfully with others. Results by initial age group: o In the experimental process, it was observed that elementary-aged students were faster to master moral concepts through fairy tales, short stories, and simple texts that reflected national and religious values in English classes. o Positive changes were noted in the formation of moral qualities in students, such as respect, honesty, respect for adults. o These results confirm that the educational component is important in the educational process in young students (Harmer, 2015). Results by middle age group: o Students in the middle age group have developed ethical decision-making and intercultural communication skills through problem situations, role-playing games, and group discussions. o According to the survey, it was found that students in this group had a significant increase in their interest and activity in the English language. o The results show the effectiveness of the intercultural approach (Byram, 1997; Dörnyei, 2007). Results for the adult age group o Older students developed moral thinking, Social Responsibility, and cultural awareness through essay writing, discussion, and reflexive assignments. o Students attempted a comparative analysis of national and religious values in the English language expression process, which served the development of critical thinking skills. o This case practically confirms the theory of the harmony of education and upbringing (Vygotsky, 1978). General discussion: The results of the study showed that the integration of national and religious values into English lessons enriches the pedagogical process and positively affects the personal and social development of students. This approach serves to shape cultural identity awareness, tolerance, and moral responsibility in students. The results show the need for education to perform not only a linguistic but also an educational function, and this situation is consistent with the principles of Education based on the values promoted by UNESCO. Conclusion Integrating national and religious values in teaching English to different age groups increases students ' motivation for moral behavior, cultural awareness, and language learning. Elementary-aged students develop their moral and cultural competencies through fairy tales and simple texts, middleaged through problem situations and role-playing games, and older adults through discussion and reflexive assignments. The study showed that this approach enriches the pedagogical process and forms personal and social responsibility in students. At the same time, the approach complies with the principles of UNESCO and strengthens the educational component in modern language education.