ECOLOGIZATION AS A SYSTEMIC PRINCIPLE OF ORGANIZATION OF THE EDUCATIONAL SPACE OF A MODERN HIGHER EDUCATIONAL INSTITUTION
Abstract
Relevance. The article examines the contradictory dynamics of transformations in the higher education system, which is manifested in the gap between traditional forms of organizing education and the requirements of modern social, cultural and technological development. Particular attention is paid to the transition from a teacher-centered to a student-centered paradigm, which is accompanied by significant risks, in particular the psychological unpreparedness of participants in the educational process for productive interaction?. The purpose of the article: based on theoretical analysis, to determine the current state of the problem of ecologization as a systemic principle of the formation of the modern educational space of higher education institutions.
Methodology. Systemic and functional analysis of existing methodological (teacher- and student-centered) approaches, source base, regulatory documents, and empirical base of research of educational space of modern higher education institutions, modeling of resources for improving institutional sustainability of Ukrainian universities.
Results. Based on the analysis, it was established that the greening of educational space can be considered as a promising approach to overcoming gaps between participants and elements of the educational system. The article describes the functional structure of the university educational space, identifies key changes that have occurred in Ukrainian realities, in particular, the strengthening of the role of external regulators (MES, NAZAVO) and the shift of focus to the student, institutional difficulties of teachers and deans. It is shown that the increase in the complexity of the positional structure of the educational space leads to a decrease in its environmental friendliness, increased uncertainty and
communication gaps.
Conclusions. The modern educational space of the university has undergone processes of de-ecologization, which have led to the complication of organizational conditions and the deterioration of the quality of interaction between educational subjects. At the same time, the very formulation of the problem of ecologization opens up prospects for the development of new approaches aimed at harmonizing educational interaction, developing the subjectivity of participants in the educational process and improving the institutional stability of universities.
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