SPATIAL ORGANIZATION OF SCHOOL ENVIRONMENT: SUSTAINABILITY AND ENVIRONMENTAL FRIENDLINESS IN THE ERA OF DIGITALIZATION

Abstract

The relevance of the spatial organization of school environment in the context of sustainability and environmental friendliness in the era of digitalization is due to the need for refl ection on the relationship between the didactics of educational practices in the era of digitalization and the spatial organization of the school corresponding to this specifi city. The purpose of the study is to review theoretical and empirical, mainly foreign studies on certain aspects of the spatial environment organization in the context of digitalization with an emphasis on psychological well-being in schoolchildren. The main results can be summed as the allocation of the same directions in the fi eld of organization of spatial environment at school, such as the mobility of school environment, adaptation to the needs of schoolchildren, orientation to free communication of subjects, fl exibility of spatial locations of the teacher, the availability of opportunities for activity and risk in the environment. As an independent aspect of the organization of the spatial environment of school in the era of digitalization. Another component of the research we analyze is the appeal to the indicators of psychological well-being, interconnected with the selected parameters of the organization of spatial environment. In the system of indicators of psychological well-being, psychological ones are distinguished as involvement, enthusiasm, attachment to the environment; socio-psychological ones include communicative competence, trust, cooperation; academic indicators are involvement, cognitive resources, academic achievement; and pro-environmental indicators include pro-ecological attitudes and focus on resource-saving technologies.