Abstract. In the context of globalization, digital transformation, and cultural homogenization, the preservation and transmission of cultural-historical traditions through school education becomes a strategic pedagogical priority. The present study aims to develop and empirically validate an integrative methodological model for educating school students based on cultural and historical traditions. The research integrates axiological, competence-based, cultural-historical, and neurodidactic approaches into a unified framework. A quasi-experimental design was implemented involving 240 secondary school students (grades 6–9), divided into control and experimental groups. Diagnostic tools included the Cultural Identity Index (α = 0.87), Value Orientation Scale, Civic Engagement Test, and Reflective Thinking Inventory. Statistical analysis (Student’s t-test, Pearson correlation, Cohen’s d) revealed significant improvements in the experimental group (p < 0.05), with a large effect size (d = 0.82). The scientific novelty of the research lies in proposing an adaptive digital-ethnopedagogical model that systematically integrates national traditions into curricular and extracurricular activities. The findings demonstrate that structured cultural-historical education enhances moral resilience, socio-cultural competence, civic identity, and reflective awareness among school students.