Формування екологічної стійкості як пріоритет освітньої політики Європейського Союзу
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Дата
2024
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Анотація
У дослідженні схарактеризовано організаційні, змістові та процесуальні засади формування екологічної стійкості в освітній політиці ЄС. Розглянуто чинники що зумовлюють актуальність досліджуваної проблеми; окреслено ґенезу досліджень проблем сталого розвитку у міждисциплінарному науковому дискурсі; окреслено умови ефективного формування екологічної стійкості, зокрема здійснення екологічної освіти протягом усього життя, формування сприятливого навчального середовища,застосування орієнтованого на учня практичний підходу до організації навчального процесу, надання підтримки педагогам та командам лідерів, сприяння співпраці та партнерству з місцевими та іншими громадами, розвиток компетентностей сталого розвитку, створення розвиненої політики освіти для сталого розвитку.
The purpose of the article is to characterize the terminological, organizational and content foundations of the concept of the formation of environmental sustainability in European educational policy The article substantiates the global and regional factors determining the relevance of the problem under study and contradictions, to the solution of which the united Europe is directing its efforts in the field of the double green transition. The genesis of research on the problems of sustainable development in the world and European interdisciplinary (ecological, economic, educational) scientific discourse is outlined. A terminological analysis of the key concept of the research (environmental sustainability) was carried out and determined as follows: education for environmental sustainability is learning and teaching, in the process of which students get the opportunity to understand the interrelationship of economic, social and natural systems and to move from awareness to individual and collective actions and the expansion of achievement opportunities of personal and social well‐being, as well as a healthy environment today and in the future. The key interconnected areas of learning for environmental sustainability are outlined: starts from early childhood education and care; takes a lifelong learning approach; creates supportive learning environments where the institution as a whole is active on sustainability; is learner‐centered, engaging, positive and based on real‐life experiences; supports educators, including leadership teams, to teach and act for sustainability; fosters collaboration and partnerships in local and wider communities; involves young people in meaningful ways; builds sustainability competences; is founded on strong policies. The European sustainability competence framework, ‘GreenComp’, which is a reference framework on sustainability competences at EU level is characterized. It is proved, that as a reference tool, GreenComp can serve a wide range of purposes including curricula review; design of teacher education programmes; (self‐) assessment/reflection, policy development, certification, assessment, monitoring and evaluation.
The purpose of the article is to characterize the terminological, organizational and content foundations of the concept of the formation of environmental sustainability in European educational policy The article substantiates the global and regional factors determining the relevance of the problem under study and contradictions, to the solution of which the united Europe is directing its efforts in the field of the double green transition. The genesis of research on the problems of sustainable development in the world and European interdisciplinary (ecological, economic, educational) scientific discourse is outlined. A terminological analysis of the key concept of the research (environmental sustainability) was carried out and determined as follows: education for environmental sustainability is learning and teaching, in the process of which students get the opportunity to understand the interrelationship of economic, social and natural systems and to move from awareness to individual and collective actions and the expansion of achievement opportunities of personal and social well‐being, as well as a healthy environment today and in the future. The key interconnected areas of learning for environmental sustainability are outlined: starts from early childhood education and care; takes a lifelong learning approach; creates supportive learning environments where the institution as a whole is active on sustainability; is learner‐centered, engaging, positive and based on real‐life experiences; supports educators, including leadership teams, to teach and act for sustainability; fosters collaboration and partnerships in local and wider communities; involves young people in meaningful ways; builds sustainability competences; is founded on strong policies. The European sustainability competence framework, ‘GreenComp’, which is a reference framework on sustainability competences at EU level is characterized. It is proved, that as a reference tool, GreenComp can serve a wide range of purposes including curricula review; design of teacher education programmes; (self‐) assessment/reflection, policy development, certification, assessment, monitoring and evaluation.
Опис
Ключові слова
сталий розвиток, екологічна освіта, екологічна стійкість, вища освіта, неформальна освіта, Європейський Союз, environmental education, environmental sustainability, higher education, non‐formal education, key area, European Union, education policy
Бібліографічний опис
Сбруєва А. Формування екологічної стійкості як пріоритет освітньої політики Європейського Союзу [Текст] / А. Сбруєва // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 1-2 (135-136). – С. 261–282. – DOI: 10.24139/2312‐5993/2024.01‐02/261‐282