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The relevance of the article. The problem of ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back, is so important that, without exaggeration, the future of mankind depends on it. The term “Paying it Forward“ is tentatively described as ‘the process of somebody doing something good for another without having the intention to have the favour returned or being “paid back”, but instead with the expectation that the recipients pass it on to another person’. The author tries to find answers to the question: why is it that many people who live now feel attached to, worry about, and may even consider themselves responsible for the lives of those who will come to this world several generations later?

Description of the research progress. The article attempts to investigate the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’, as it can be assumed that their concern about the wellbeing of those who may live in the future may be affected by a limited feeling of being connected with times to come and are more concerned about responding to their needs in the hic et nunc. The trend that pushes children towards living more and more in the present is fueled by numerous processes, the most significant of which is the reduction in the amount of time children devote to leisure and hobbies and the expectation of almost immediate satisfaction of their needs. The author examines the gap between the past, present and future and how this affects the attitude of young men and women to improve the lives of future generations.

Conclusions. The urge to feel connected to or la sense of longing for what went before serves many purposes; it provides identity, pride, certainty, meaning and even repose, recuperation, and healing. It is also for these reasons that rescuing cultural heritage a high priority after conflicts or natural disasters. This raises the question: how well prepared are the younger generation to participate in activities that will benefit those who come after them?

The relevance of the article. The problem of ‘Paying It Forward’, or the notion that people, children and young persons, carry out acts of kindness to strangers without expecting a return or ‘being paid’ back, is so important that, without exaggeration, the future of mankind depends on it. ‘Pay it Forward’ is not a new way of behaving; as else, people would have ceased to exist a long time ago. The term “Paying it Forward“ is tentatively described as ‘the process of somebody doing something good for another without having the intention to have the favour returned or being “paid back”, but instead with the expectation that the recipients pass it on to another person’.

Description of the research progress. After a brief elaboration on the notion of ‘paying it back’, the first part seeks to explore the phenomenon of ‘living in the now’ and how this affects this ‘paying it forward’, as it can be assumed that their concern about the wellbeing of those who may live in the future may be affected by a limited feeling of being connected with times to come. The trend that pushes children to increasingly living in the now is fed by numerous processes, the most important being that spending time at their leisure is becoming rarer, and the other that they expect near immediate responses to their needs.

Conclusions. If people get tired of communicating with the present, they have no energy left for the future. Will children and young people to think about the wellbeing and well becoming of prospective generations? Where and how could they possibly muster the motivation, energy, and above all the time, to ‘pay it forward’? What future lies in waiting for the young generations and for those who come after them? This question gives rise to daunting scenarios, whose consequences could only be approximated, if at all. An effort to this effect will be attempted in the future studies.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.