The impact of introducing the curriculum subject “Fundamentals of National Security and Defence” on the development of schoolchildren’s risk-based thinking, as assessed by teachers and pupils
Year: 2026
Type: article
Study design: Observational Study
Abstract: Introduction. The current reform of general education in Russia highlights the importance of the curriculum subject “Fundamentals of Homeland Security and Defence” (FHSD), which aims to prepare learners to act in conditions of uncertainty and emergency situations. One of the course’s priority objectives is the development of risk-based thinking as an ability to consciously assess threats and make high-impact decisions. The aim of the study is to identify areas for improving the teaching of FHSD through an analysis of teachers’ professional views and students’ assessments. Materials and methods. The survey employed qualitative and quantitative methods: 32 semi-structured interviews with teachers of the Tomsk Region (Russian Federation), who delivered the FHSD course, and a questioning involving 121 learners of 8–11 form streams. The methods of content analysis, as well as comparative and descriptive analysis, were applied; the obtained data were correlated with contemporary pedagogical models addressing risk literacy and risk management in education. KEYWORDS Results. The teachers demonstrated a desire to shift from “algorithmic” teaching towards developing the pupils’ ability to make decisions in situations of uncertainty, by using problem-based and project-based methods (31.25% and 25% respectively). However, the realisation of activity-based approaches was limited by a lack of teaching time (50%), poor inventory and logistics resources (75%), and a shortage of specialist staff (43.75%). A survey of pupils confirmed the high subjective importance of the course (79.3%) and the demand for extended practical sessions (56.25%). In the aggregate, the derived data show that the development of risk-based thinking is hampered by a mismatch between the stated objectives and the organisational and methodological conditions for delivering the subject. Conclusion. The FHSD course has great potential for developing risk-based thinking and practical skills of safe behaviour among school pupils. To improve its effectiveness, the following is required: increasing the proportion of practical sessions to 50%, developing digital and simulation resources, systematic retraining of teachers, and the institution of a federal digital platform for FHSD. The obtained results can be used in updating the Federal Educational Standard and for designing professional development programmes for FHSD teachers.
Institution: Tomsk State Pedagogical University
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7160495269