Situational context of environmental university education

Abstract

The scientific interest in improving the environmental training of university students emphasizes the training technology associated with the disclosure of their personal and professional potential through inclusion in the joint solution of environmental problems not in abstract but in real life situations. The use of situationality for educational purposes creates an internal unity of the learning process and facilitates the professional socialization of graduates. The aim of the study was to develop a model of environmental education for future ecologists based on situational analysis technology. Theoretical and practical methods of system generalization, comparative analogy, questionnaires, pedagogical evaluation, and modelling were used in the development of the model, which provided objectivity and heuristic conclusions. The model created and tested in the system of higher professional education is based on the ideas of ecohumanism, coevolution and sustainable development, cultural-competence orientation of higher education; principles of subjectivity, value-sense saturation, communicativeness, problematization, events, local history orientation. The key concepts of “situation” and “analysis” are defined and disclosed in the context of the work, and their types are identified and justified. The developed model includes target, content, procedural, technological and reflexive-evaluation components. The tasks, activity content and characteristic for each stage of the educational process, environmental cases and types of analysis are considered. The obtained results in the form of basic research bases and the model of environmental education of future ecologists in situational context testify to the promising application of this technology to improve the quality of professional training.