Abstract
The article presents and substantiates the humanitarian component of the proactive education model in the context of global transformations given the influence of modern threats and challenges (technological, biogenic, socio-cultural, etc.). In the framework of Russia’s contemporary education policy, the authors present key elements of the humanitarian component of the model under survey (professional competences, ideological values, spiritual-patriotic and humanitarian-ecological components as well as digital competences and soft skills).
Highlights
The article presents and substantiates the humanitarian component of the proactive education model in the context of global transformations given the influence of modern threats and challenges
The authors present the humanitarian component of the proactive education model (Fig.1)
An important objective of the educational system as a key institution for social transformations in the current environment is to train new personnel having a good command of new knowledge and competences for sustainable development
Summary
Systemic crises and global challenges that the mankind faced at the turn of the 20th and 21st centuries (technological, biogenic and socio-cultural threats, terrorism, ideological extremism, and cyber safety) brought about a new view of the global world and understanding of the sustainable development importance which is ensured solely by the balance of three most important elements: economic growth, social responsibility and ecological balance.Gro Harlem Brundtland’s report “Our Common Future” regards sustainable development as the one that corresponds to the needs of the present and does not threaten the ability of future generations to satisfy their own needs [1].Global socio-economic changes taking place in the world over the last few decades, including those associated with the spread of the COVID-19 infection, once again prove the importance of education in overcoming crisis developments.Article 1 of the “World Declaration on Higher Education for the 21st Century: Vision and Action” of October 9, 1998 stresses that it is necessary to preserve, reinforce and further expand the main tasks and values of higher education, – its contribution to the sustainable development and improvement of the entire society - as well as to educate for citizenship and for active participation in society, with a worldwide vision, for endogenous capacity-building and consolidation of the human rights, sustainable development, democracy and peace, in a context of justice [2]. The Declaration confirms that the role of higher education consists in consolidating human rights, ensuring sustainable development, democracy and peace in a context of justice [3]. The major objective of the educational system is to train personnel possessing knowledge, competencies, values and approaches for the implementation of the sustainable development concept. It is achieved by developing new curricula and modules in the field of sustainable development, introducing ideas and principles of sustainability into the educational process and extra-curricular activities with students
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