TRANSFORMATION OF EDUCATION: MODERN CHALLENGES
Keywords:
Environmental competence, social maturity, high school students, self-development, consequences of the war, culture of society, educational projects, phraseology, skills, philology students, critical thinking, multiculturalism, professional training, intercultural competence, interdisciplinarity, Russia-Ukraine war, cultural context, socio-emotional and ethical training, national valuesSynopsis
This monograph delves into the pivotal role of project-research activities in cultivating environmental competence among high school students, especially in the face of pressing global environmental challenges exacerbated by war. It provides a thorough analysis of the current state of environmental education, elucidating the core concepts that underpin environmental competence, including its definition, structure, and relevance in overcoming the environmental repercussions of conflict.
The research also situates the development of environmental competence within the broader context of societal needs for innovative and self-reliant citizens. It highlights the integration of information and communication technologies in education, emphasizing the necessity for future educators to exhibit social maturity and adaptability in an increasingly digital world.
Furthermore, the study extends an examination of the effectiveness of teaching phraseology within philological education, showcasing its potential to foster multicultural perspectives among students. By analyzing idiomatic expressions across different languages, the research suggests that phraseology serves as a means to enhance intercultural competence and appreciation, contributing to students' linguistic skills and cultural inclusivity amid ongoing conflicts, particularly in the context of Ukraine.
The monograph employs a multidisciplinary approach, drawing on theoretical frameworks such as Nassim Taleb's theories on fragility and resilience, along with empirical research into social and emotional learning (SEL) within the Ukrainian educational setting. By investigating the influence of cultural contexts on such programs, it offers insights into the adaptability of SEL frameworks to enhance educational outcomes while respecting local cultural traditions.
Ultimately, this work advocates for the necessity of incorporating project-based learning and phraseology in educational curricula, positing these as vital strategies for preparing students to engage with complex social and environmental issues. It provides educators with practical methodologies for implementing these frameworks, alongside recommendations for aligning educational programs with cultural contexts to maximize their effectiveness and relevance. Thus, the monograph serves as a comprehensive resource for educators aiming to foster environmental competence and cultural awareness among high school students, equipping them to navigate an interconnected and challenging world.
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