Post-socialism and postmodernism have brought changes to educational processes in most countries. And if we can say that in cities there is an opportunity to study with the overwhelming majority of the population, then in rural areas not everyone has such an opportunity. The rural population was chosen as the object of study, because compared with urban residents, they have limited access to many sources of information (such as theaters, concerts of folklore groups, libraries, etc.). The life of the villagers is more conservative and less susceptible to modernization. At the same time It is obvious that modern population mobility, technological progress and other innovations are gradually blurring the line between the city and the countryside. How is ethnocultural knowledge transmitted, and how does the rural population influence the preservation of folk culture and traditions? Much attention is paid to the process of intergenerational transmission of information about traditional values. Our panel is focused on studying the specifics of national policy in the field of education, civic and ethno-cultural education and its implementation in rural areas. The section does not set itself narrowly pedagogical tasks, but assumes a study from the standpoint of fundamental science of the consequences of putting into practice certain pedagogical programs. The analysis of conceptual ideas of education in a multicultural environment of any society, the study of regional specifics of the experience of combining educational tasks in pedagogical technologies for people of different ages of national, civil and ethno-cultural identities, the search for a balance between them require a thorough study from the standpoint of various sciences, including from the standpoint of social anthropology. Since the debate about the modern identity of an individual does not subside in the world and the question of its place among other identities (ethnic, local, etc.) is relevant, it seems important to particularly consider the experience of their combination in educational policy, as well as in its practical implementation in rural areas. Educational policy is one of the most effective tools for the social construction of identity. The fact that people belong to different cultural traditions is primarily due to upbringing and socialization in general. This is especially true for the education of young people. This is facilitated not only by personal experience of social relations, but also by the purposeful efforts of teachers. Educational policy presupposes the selection of well-defined cultural values for their dissemination through existing or emerging channels. The ratio of the dialectics of universal human components and their ethnocultural particularities in society largely depends on state policy. The process of preserving traditions can also be managed to some extent. In any society, the state sets the tone for relations between various subjects of public life in one way or another. We offer the following topics for discussion: The study of the problem of social inequality in education between urban and rural residents. The construction of new practices and educational processes by rural residents. Daily practices (hobbies, pastimes) in rural areas. Analysis of forms of leisure activities, extracurricular training and additional education for young people, museum, sightseeing, club and club work. The study of the place of local history material, works of fiction, folklore, folk and role-playing games, dances, songs, thematic films and cartoons, ritual and festive culture in the educational process. The study of various technologies aimed at the formation of spiritual and moral qualities and ethno-cultural competence of young people. Local history work, programs of introduction to folk art and decorative and applied arts.