Theoretical foundations for the development of the spiritual worldview of youth

Abstract

This study explores the growing emphasis on the development of a spiritual worldview among youth within Uzbekistan’s national education system. As the government and policymakers increasingly recognize the importance of moral and spiritual formation, schools have integrated values-based education through subjects such as Tarbiya, Ethics, and History of Religions. These curricula aim to cultivate national identity, civic responsibility, and cultural continuity rooted in Uzbekistan’s historical and religious heritage. However, the implementation of such programs remains inconsistent, especially between urban and rural regions. The study highlights the critical role of educators, noting that teachers who model ethical behavior and engage students through reflective dialogue and cultural content—such as Alisher Navoiy’s poetry and Islamic narratives—foster deeper spiritual awareness. Successful practices observed in Tashkent and Samarkand underscore the potential for broader national application if teacher training and curricular development are prioritized. Comparative insights from Malaysia and Finland further enrich the analysis. Malaysia’s religiously contextualized moral education and Finland’s holistic, values-based pedagogy demonstrate how structured curricula, inclusive strategies, and professional teacher preparation can significantly enhance youth spiritual development. The findings suggest that Uzbekistan can advance its educational goals by combining its cultural traditions with international best practices to create a unified, reflective, and effective spiritual education framework for all regions.