In the paper the authors identified seven key conceptual foundations of higher education based on the analysis of organizational and substantive features of networking, digitalization and on-lineization process of the Russian education system (NDORES), as a continuation of e-Learning development in the digital educational environment (DEE) and the results of the assessment of the Russian higher education readiness to the digital economy, obtained by N.V. Dneprovskoy. These include conceptual condition for the recognition of the leading role of the DEE in the system of science - culture - learner - intelligence for education subjects reflection development in human-machine systems and information society; optimization of continuous education concept on the basis of NDORES principles; directive change of educational process (EP) stereotypes in DEE; creation of a system of mandatory training and retraining of education subjects for daily learning and teaching activities in DEE; optimization, adaptation and digital transformation of the content of the main professional educational programs (MPEP) of training in the framework of existing and future Federal state educational standards of higher education (FSES HO); determination of effective motivational and value bases for communicative competence development of education the subjects in NDORES; changing legislative and policy approaches to the organization of NDORES, including provisions of the Labour code of the Russian Federation in the part concerning the rights and responsibilities of teachers carrying out their work in the context of DEE. The paper substantiates the demand for these conceptual foundations in the strategic and tactical directions of digitalization of higher education in the digital economy.
Currently, environmental education is of great importance in the system of vocational education and training, which is interpreted by the fact that effective social formation is determined by the awareness of the need to correct the existing state of the natural environment. The critical state of nature leads to an alarming state, rather than the state of the economy, politics, morality and culture of society. The vital activity of an individual contributes to the fundamental transformations of nature, including the entire biosphere as a whole. Natural ecological systems in most countries become unfavorable for human habitation, and also negatively affect it. Today there is a dominant need for the formation of a harmonious interaction of the individual with the natural environment. Liberation from a critical bioecological situation cannot arise automatically, by chance, it, as a rule, projects sufficiently responsible socio-economic, political and socio-legal measures from the position of society, as well as world restructuring in the spiritual and practical relations of man to the natural environment. The formation of an ecological culture based on universal norms and motives is understood as an internal condition of pedagogical education and upbringing. The way out of this problem requires significant dynamic restructuring in almost all elements of the modern education system and upbringing of the younger generation, which directly relates to the personality of the prospective teacher, since the ability of young people to part with the position of boundless attitude to the environment depends for the most part on his universal, including ecological culture. The development of the ecological culture of prospective specialists is a psychological and pedagogical process focused on the multiplication of ecological ideas, concepts of the interaction of professional and environmental behavior, the formation of bioecological values and motivation of readiness for environmental-oriented life in the professional sphere. The acquisition of the necessary effectiveness of the development of ecological culture of pedagogical university students creates a set of psychological and pedagogical conditions. Following many researchers, we consider the development of ecological culture to be the task of environmental education. In the presented paper, the pedagogical concept of the formation of the ecological culture of prospective teachers in the process of their education at a pedagogical university, based on the leading ideas of the concept of sustainable development and three key approaches desmoecological, synergetic and culturological, is formulated and well-substantiated.
Currently, the vital activity of an individual increasingly determines the need for an effective method of existence that would meet the solution of important problems in the field of environmental sciences. For a long time, environmental education has been the main focus of this higher school, as well as the education system as a whole, including preschool, school, secondary vocational and higher education. The formation of the basic base of ecological thinking among prospective specialists and the connection to reality are the dominant criteria for the life of society, as well as its adequate promotion in the formation of the necessary humanitarian and pressing issues of modern times. The present directions of development in education and upbringing require changes and restructuring of its structure, methods and options for solving innovative goals. Currently, the main goal is to form a certain connection to life in all its spheres, to understand the interrelation and interdependence of objects and phenomena of the world, which the reasonable person himself becomes a part of. Modern psychological and pedagogical experiments show the necessity of increasing the role of higher education in determining the fundamental goal of ensuring and giving an ecological orientation to the entire educational process at the university. The stage of ecologization of upbringing and education is determined, first of all, from the teacher, his social and professional competence, worldview, mentality, culture. The issue of ecological culture is well-known today. In the structure of professional education, the ecological path as a result of ecological culture development among bachelors of pedagogical universities is one of the driving forces in our world, there is a need to combine ecological and natural science pedagogical education into a single whole, common: there are cardinal changes in certain systems, cultural norms, standards, ideals among real youth. In the state educational standard of higher professional pedagogical education, the most important dominant goal is highlighted - to create a personality of a prospective specialist with the most significant ecological culture, which strives for a certain permissible influence with the world; an individual who stands out mainly by beliefs, necessity in behavior for the preservation of natural resources. The most important fact is the necessity of the importance of the ecological responsibility of the prospective teacher in the development of the main aspects of ecological culture development among prospective specialists who can create a personality, they are distinguished by a careful attitude to nature as a whole. Therefore, the most in demand at the socio-pedagogical level is the need to increase attention to the problems of ecological culture development among pedagogical university students - prospective teachers and specialists. This paper examines a leading role of the courses of the natural science cycle for bachelors ecological culture development. The structure of the academic courses of the natural science cycle is very much dominated by the rest of the university courses on environmental content, since ecological hypotheses, ideas, concepts, laws, theses, antitheses, etc. appeared and developed in them. In addition, natural science terms are a priority basis for considering the unified structure natural environment - society - individual.
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