Integrating ecological civilization into higher education: Frameworks, practices, and pedagogical pathways

Reviewed by: Civic Engagement in Higher Education: Concepts and Practices Jennifer Gilbride-Brown Civic Engagement in Higher Education: Concepts and Practices. Barbara Jacoby and Associates. San Francisco, CA: Jossey Bass Publishing, 2009, 265 pages, $40.00 (hardcover) Ambiguity abounds when conceptualizing the term, “civic engagement.” Higher education finds itself in a moment where parameters and definitions are needed in order to move its civic initiatives forward. Institutions are asking the question, “What do we mean by civic engagement?” The latest book from Barbara Jacoby and Associates, Civic Engagement in Higher Education: Concepts and Practices, offers a response and provides insight into what educating students for civic engagement might entail. Jacoby (2009) argues: If civic engagement is to gain real traction in today’s higher education, it must be clearly defined, and civic learning outcomes must be established. Opportunities to learn about and practice civic engagement must be embedded throughout the curriculum and the co-curriculum. This book shows how all this can be done, and is being done, at higher education institutions around the country. (p. 2) Drawing from expertise around the country, the contributing authors in this book offer a wide range of perspectives and examples while drawing from the rich base of research upon which civic engagement work can and must rest. The intended audience is broad and ranges from entry and midlevel professionals on the forefront of civic engagement initiatives to assistant/associate deans/directors who supervise them. This book has clear implications for policymakers, foundations, and associations. Fundamentally, this is a book for anyone who is charged with enacting the civic mission of higher education and is an important resource for determining what might be accomplished. This edited book is divided into two sections. The first section provides a structure for conceptualizing civic engagement grounded in its historical context and includes an exploration of the dimensions of civic learning. The second section investigates a wide range of civic engagement initiatives, both curricular and co-curricular, happening across the country in diverse institutional contexts. The book flows like a conversation among the authors with many of the contributors referring to the important conceptual and historical mapping offered in the opening chapters. In the introductory chapter, Barbara Jacoby takes on the challenge at hand, getting one’s mind around what is civic engagement and what do we mean by “educating students for civic engagement.” In many ways, the work of civic engagement has pushed ahead with fragmented and loose understandings of what it is in the first place. She cites a review of research done by Lester and Salle (2006) that listed thirty-three recent studies on service-learning of which only three included any definition of civic engagement. Drawing heavily from the work of CIRCLE (Center for Information and Research on Civic Learning & Engagement) and the Coalition for Civic Engagement and Leadership at the University of Maryland-College Park (2005), Jacoby [End Page 567] defines civic engagement as: acting upon a sense of responsibility to one’s communities. This includes a wide range of activities, including developing civic sensitivity, participating in building civic society, and benefiting the common good . . . Through civic engagement, individuals-as citizens of their communities, their nations, and the world-are empowered as agents of positive social change for a more democratic world. (p. 9) She concludes with a thorough overview of leadership in this area that can easily double as a quick reference guide to the many higher education associations and initiatives working to drive civic engagement today. This opening chapter lays important groundwork and captures the current state of affairs in civic engagement across the country. The first section also contains a chapter reviewing civic engagement research over the last 10 years written by Mark Hugo Lopez and Abby Kiesa, both of whom provide leadership on research through CIRCLE. Caryn McTighe Musil of AAC&U completes this opening section by offering a creative and useful conceptualization of what we mean by “educating students for personal and social responsibility.” The second section builds from these definitions and frameworks by examining current practices that shed light on strategies and pitfalls of integrating civic engagement across an institution. Other movements in higher education such as...

Introduction. High level of ecological culture in modern society is the most important condition of self-preservation and sustainable development of a human civilization. The processes of globalization force to consider environmental problems with a support on polycultural practice, to take into account national and regional peculiarities in their integrity. Thus, there is the need of the international cooperation not only at the government level, but also at the levels of expert communities, separate groups of society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies, materials and documents of the international forums, summits and conferences of the UN and UNESCO. The aim of this publication is to present the authors’ didactic complex of development tools of ecological culture of students, and to show the potential of teaching foreign languages (on the example of French) for students’ ecological culture formation by means of development of cross-cultural communicative competence. Methodology and research methods. Culturological approach has been chosen as a key approach for creation of integrative model of development of ecological culture. The methods involve: the system-based analysis of the content of ecological education; generalization of the theory and practice of implementation of the international strategies of ecological culture development and the analysis of efficiency of the pedagogical technologies intended for this purpose; modeling of the process of formation of ecological culture of students. The diagnostics of components of students’ ecological culture has been performed by means of internal questioning, observation, and comparative analysis of group interactions. Also, pedagogical ascertaining experiments, methods of pedagogical design for forms of the educational environment organization, design of the educational programmes, and methods of graphical representation of the research results have been involved. Results and scientific novelty. New principles for the development of ecological culture are singled out. It is stated that intercultural communication is becoming the main mechanism for ecological culture development. Selection of the most productive innovative pedagogical technologies of ecological competence formation of students is carried out. Based on the obtained students’ questioning data, the factors promoting the increase of the individual ecological culture level are defined. It has become clear that pupils attach the greatest importance to the participation in international ecological projects, ecological tourism and acquaintance with traditions of different nationalities; at the same time, the role of foreign languages knowledge, reading foreign non-translated sources on environmental issues, and, in general, the importance of cross-cultural communication are estimated by students at a very low level. The authors conclude that relatively little attention is drawn to the issues of ecological culture in the process of foreign languages learning in higher education institutions; students practically do not get the experience of intercultural interaction. The integrative didactic model of ecological culture formation among students is offered. Consequently, intercultural communication plays an important part in the development of ecological culture formation. The educational programme of the course «Development of Ecological Culture of Students in the course of Intercultural Communication in French» is designed on the basis of the proposed model; the results of its approbation are described. Practical significance. The materials of the article can be useful when updating the content of the discipline «Foreign Language», and improvement of the educational process at higher school aimed at the development of students’ ecological culture as well.

Dewey, Implementation, and Creating a Democratic Civic University

COLLABORATION FOR THE COMMON GOOD: EXAMINING AMERICORPS PROGRAMS SPONSORED BY INSTITUTIONS OF HIGHER EDUCATION By Erin-Marie Burke Brown, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: William C. Bosher, Jr., Ed.D. Distinguished Professor of Public Policy and Education L. Douglas Wilder School of Government and Public Affairs The report, A Crucible Moment, published in 2012 by the National Task Force on Civic Learning and Democratic Engagement described a crisis in higher education surrounding the lack of civic learning and engagement opportunities for students. This crisis has led to decreased political participation and a general lack of knowledge in civics education (National Task Force on Civic Learning and Democratic Engagement, 2012). Educating students for citizenship in America’s colleges and universities will assist with sustaining the country’s democracy by engendering a sense of civic responsibility in young adults that will last throughout their lifetime. This qualitative case study examined the relationship between two institutions of higher education (IHEs) and AmeriCorps programs to determine how the partnerships operated and whether they addressed the recommendations for higher education cited in A Crucible Moment. IHEs are using A Crucible Moment as a guiding document to think about civic learning and democratic engagement. While many are in the process of creating new initiatives and programs to address those issues, this study focuses on two existing programs that may provide a framework for strategically integrating civic engagement into higher education using a readily available government resource—AmeriCorps. With recent budget cuts impacting education, it is difficult for many IHEs to obtain additional funding to support initiatives directly related to student learning. As a result, finding resources to implement civic learning and democratic engagement opportunities that are often perceived as tangential to the education process is nearly impossible. AmeriCorps, now in its 20 year of implementation, has had a steady stream of funding and bipartisan support from the government over the years. IHEs that sponsor an AmeriCorps program have the potential to civically engage students and promote mutually beneficial community partnerships. Using inteorganizational collaboration theory as a framework, I examined two different models of IHE-AmeriCorps partnerships. Based on the levels of collaboration, I was able to assess the degree to which these types of partnerships could be feasible at distinctly different IHEs given their organizational structure and resources. Although the findings of this research are not generalizable, they provide insights into how IHE-AmeriCorps partnerships operate and demonstrate that, in the cases examined, they do implement the key recommendations of A Crucible Moment. As a result, an IHE-AmeriCorps partnership could be an effective and relatively inexpensive way for an IHE to enhance their civic engagement opportunities.

PDF HTML阅读 XML下载 导出引用 引用提醒 舟曲藏文化生态环境观对比分析 DOI: 10.5846/stxb201307301981 作者: 作者单位: 兰州大学资源环境学院,兰州大学资源环境学院,北京大学城市与环境学院,兰州大学资源环境学院,兰州大学,兰州大学资源环境学院,兰州大学资源环境学院 作者简介: 通讯作者: 中图分类号: 基金项目: "莙政基金"资助项目 Comparative analysis research on Zhouqu's ecological view in a Tibetan Culture's Perspective Author: Affiliation: College of Earth and Environmental Sciences of Lanzhou University,College of Earth and Environmental Sciences of Lanzhou University,,,,, Fund Project: 摘要 | 图/表 | 访问统计 | 参考文献 | 相似文献 | 引证文献 | 资源附件 | 文章评论 摘要:采用资料分析和指数分析两种方法对舟曲县3个藏汉村寨的生态环境进行了差异分析,从生态观的角度分析了导致这种差异性的原因,说明舟曲县3个村寨村民不同的生态观是决定其生态环境质量差异的关键因素。分析了舟曲藏文化的生态环境观与当地生态环境之间良性循环、相互影响的作用机理,并挖掘了这种生态观背后特定的文化内涵,总结了舟曲藏族生态文化主要包括苯教生态文化和藏传佛教生态文化。从地理学角度进行了思考,阐述了舟曲藏族生态文化与当地地理环境之间相互作用、相互影响的关系,指出要从根本上解决当前生态危机,应当将藏族传统生态文化与现代文化有机结合,树立合理的生态观。 Abstract:In recent years, with the development of industrial revolution and one-sided economic growth at the expense of environment, our world faces to serious global ecological crisis. Scholars from all over the world pay attention to the study of ecological protection and construction. The authors compare the quality of three villages'ecological environment in Zhouqu County, and their different views and behavior on local ecological environment, then look into the different ecological culture of the three villages through field survey and in-depth interviews with local residents. It indicates that there is some certain relation between ecological view and local ecological environment. Then the paper explains why the three villages'ecological environment is different in an ecological perspective. Zhouqu's Tibetan residents accumulate a large number of ecological culture and form unique view on local ecological environment, which is adapted to local ecological environment. This view on local ecological environment is of great significance, which is worth to study and excavate its cultural value for ecological protection and construction. It forms a virtuous cycle and mutual symbiotic mechanism between Zhouqu County's ecological environment and local residents'ecological view. The paper summarizes Zhouqu County's Tibetan ecological culture, which includes Bon ecological culture and Tibetan Buddhism ecological culture. Bon ecological culture contains nature worship and taboos. Tibetan Buddhism ecological culture stresses the concept of transmigration. However, both Bon ecological culture and Tibetan Buddhism ecological culture emphasize the immortality of the soul. Although it has strong myth color and unscientific component, the view on the protection of ecological environment and keeping harmony relationships between human and nature, adapts to natural rules and developmental trend, so it has practical significance. Then the authors point out that it exits an interaction between culture and geographical environment. Under the special plateau environment, Tibetan ancestors live on husbandry and meet their needs of daily life with limited forests, water, animals and other natural resources, so they attach great importance to the fragile ecological environment and rare natural resources. This way of life gradually influences local residents'ideology and spirit. Thus They protect local environment actively, try their best to adapt local geographic environment, and form a virtuous cycle between human and environment. During their long-term life, they accumulate unique ecological culture. In turn, this culture influence local geographical environment invisibly. Finally, this paper indicates that it is important to protect ecological environment in a ecological cultural perspective in local and similar area, and keep harmony relationships between human and nature. To solve ecological problems fundamentally, it is necessary to set up a new scientific ecological view by combining traditional Tibetan ecological culture with modern culture. 参考文献 相似文献 引证文献

The article is devoted to the characteristics of the peculiarities of the formation of ecological culture of future professionals in the educational process of higher education. To achieve this goal, general scientific methods were used: analysis, synthesis, comparison, concretization, generalization, and content analysis. The problem of the formation of ecological culture of future specialists as a constructive response of university education to the challenges of the modern era is actualized. Based on the analysis of theoretical works of domestic scientists, the main approaches to defining the concept of “ecological culture” and “formation of ecological culture” are characterized; concluded that there is a lack of interdisciplinary research on the peculiarities of the formation of the environmental culture of future professionals. The need for active formation and intensive development of the ecological culture of future specialists during their studies in higher education institutions is emphasized. The positive practice includes the pervasiveness of the formation of environmental culture both within the compulsory and elective disciplines and extracurricular activities of higher education institutions. Emphasis is placed on the possibilities of elective disciplines for the development and formation of values in the formation of environmental culture in applicants for higher education and research and teaching staff of higher education institutions. The need to introduce the educational component “Human Ecology” in the training of higher education in various fields of knowledge and specialties is substantiated. A list of themes of cross-cutting environmental interdisciplinary projects for applicants of the first (bachelor’s) and second (master’s) levels of higher education has been developed and proposed. The expediency of holding binary lectures for the development of the ecological culture of higher education seekers is substantiated. Possibilities of non-formal education for the development of the ecological culture of future specialists are analyzed. Keywords: ecological culture; human ecology; educational process; environmental interdisciplinary project; applicants for higher education; vocational training; binary lecture; culture.

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

Methodological instruments in work became humanistic principles on the basis of integrative, anthropological approach. The aim of the article is to activate and popularize scientific researches in higher educational institutions that give an opportunity to reveal social-psychological and pedagogical factors that influencing on formation of ecological culture. We used a range of theoretical and experimental methods of investigation, namely, theoretical (analysis, synthesis, systematization) and empirical (psychological-pedagogical experiment, interview, diagnostic methods). It is proved that ecological culture of future pedagogue should be a basic component of educational process at the university. Purposeful, structured activity of pedagogical university in conditions of global ecological crisis creates conditions for development and formation of spiritual sphere of student youth, one of the components is ecological culture. Giving distressing results of research of rates of development of spiritual potential of future pedagogues, authors singled out social, psychological, pedagogical factors that have a significant influence on formation of favorable conditions in educational-culture space for accentuation of pedagogical activity on the development of spiritual potential of future pedagogue. We offer ways of solving of a problem in existing crisis situation in ecological aspect of educational process.

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

The planet’s ecological situation demands an immediate change of mankind’s, each country communities’ and each person’s attitude to the natural environment, to the saving of the natural resources, to the necessity to form an active position which would deal with the renovation and withstand the loss of the nature’s elements, which might lead to the destruction of the ecological balance. The radical change of the situation towards people’s destroying activities can be stopped on condition that all social institutions consolidate, specialists in all fields and branches of life undertake common actions, efforts in the fields of science, economics, politics and culture are integrated. In our opinion, the most responsible mission facilitating the solution of the ecological problem belongs to education, since it is to educate a personality who is able to radically change the ecological trends, to build a personality possessing a new type of thinking, new moral orientations, ecological consciousness and culture (being typical of this personality). Preschool education has a great responsible for raising person’s ecological consciousness and culture. During the preschool period, when fundamentals of the future adult life are formed, the child masters those values, ethical norms, knowledge which will allow him / her to develop his / her own new style of interacting with the surrounding world, to develop the ecologically expedient models of behaviour. We consider the widening of the connections between preschoolers’ ecological education and natural sciences, philosophy and psychology to be the way to increase its efficiency. The content-based and technological aspects of the ecological education methodology should be grounded, in great extent, on the fundamentals of the philosophy of eco-centrism. They must recreate the natural knowledge of the out-ecology (individual attitude to ecology) and synecology about living organisms, their interconnection with the environmental habitat, about organisms’ adaptation to environment, about ecosystem, biocenosis, etc. The process of ecological education is to be developed as the real practice of child’s contacting with the elements of nature during which psychological feeling, as if being involved into the natural environment and being part of nature, is formed; a subject attitude to all nature elements as to important and equal ones in their rights is built; the demand for non-pragmatic interaction with nature is cultivated. Keywords: ecological consciousness, ecological culture, eco-centrism, ecological involvement, subjective attitude, non-pragmatic interaction.

The ecological culture formation in young people is an important element of a personality formation. Without the internal guidelines presence for an ecological lifestyle, a careful attitude to natural resources, it is impossible to imagine a person who conscientiously complies with environmental legislation requirements when conducting business or production activities. Environmental education begins in preschool institutions and continues at subsequent educational levels. However, not only environmental education determines the set of personality traits, thanks to which we can assess their their ecological culture and environmental awareness level. The distance learning format in secondary and higher education institutions has been ongoing in many regions since March 2020 and will continue in front-line regions at least until the war end. This mode encourages the search and new methods use for classes providing and ways to activate the educational process. The online tools use for youth ecological culture formation is especially important. This is due to the impossibility to use traditional, effective studying methods about the world around us and its natural component - excursions, participation in events, caring for plants and animals. The aim of this work is to demonstrate the “Kahoot!” platform effectiveness to form students’ ecological culture and environmental awareness at different educational levels, especially in the distance education format. The work analyzes the experience of using quizzes on the “Kahoot!” platform to increase the environmental awareness and ecological culture level among schoolchildren and students. The Department of Chemical Engineering and Environmental Protection implemented two Kahoot! quizzes projects lasting one and a half years. The first project covered schoolchildren and first- and second-year college students and introduced young people to various aspects of ecology, sustainable nature management, and modern environmental solutions. This project received positive feedback from both participants and teachers. The second Kahoot! quiz project was implemented during the bachelors studying at the educational programs "Engineering Ecology" and "Environmental Protection Technologies". The paper analyzes in detail the methodology for composing questions, determines the optimal quizzes duration, and presents the "Kahoot!" platform advantages.

Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.

Relevance Dynamic changes in social relations have a dramatic impact on the environment. This is evidenced by several factors revealing the detrimental impact of human, particularly professional, activities on the environment. The issue of relevance related to the development of ecological culture among young people is quite high today, both in scientific doctrine and among practitioners.Purpose. The research aims to analyze the approaches to the formation of environmental safety culture within higher education institutions.Methodology. To achieve it, a system of methodological tools was used, namely the method of analysis, synthesis, abstraction, comparison, deduction, and questioning.Results. As a result, it was possible to conclude an in-depth analysis of the "ecological culture" concept, to investigate its main properties expressed in the educational environment. It was possible to reveal different approaches to effective development and provision of ecological safety in the university. In addition, recommendations for integrating students' knowledge about environmental safety into their future professional activities have been formed. It has been proved that the process of ecological culture formation in students should be proportional and interconnected with the study of other disciplines. Due to such an approach, it is possible to develop both personal qualities of students concerning the environment and prepare them for future professional activity. Consequently, the formation of quality environmental security in the university is the key to enhancing the role of principles that relate to environmental protection and ecology in general.Conclusions. The practical value of the research is in the fact that the findings obtained therein can be effectively used by teachers and methodologists in the development or improvement of existing curricula in higher education institutions.