Університети і лідерство (Dec 2021)
Praxeology of sustainable development in educational ontology (evidence from Khmelnytskyi Humanitarian Pedagogical Academy)
Abstract
The article focuses on the relevance of education for sustainable development in the process of future educators training for professional life. The methods of historical, comparative, dialectical and prognostic are applied. It was possible to consider practical features of sustainable development in the educational environment. These methods contributed to a deeper study of the problem; clarifying and outlining key positions and priorities; specifying the main problems of implementing the concept of sustainable development in national education by comparing the national legal framework with the international one; finding out the essence of the outlined problem and the ways of its implementation in national education, which leads to a change in the philosophy of education; identifying the main priorities for the formation of an individual mindset, as well as life position in a society of sustainable development. Based on the analysis of particular documents and scientific publications on sustainable development and education for sustainable development, the tasks of education for sustainable development are highlighted. The results list of the educational community work in the International Project «Education for Sustainable Development in Action» are presented. The results of the experimental research carried out in Khmelnytskyi Humanitarian Pedagogical Academy aimed at future educators’ training technology of preschoolers’ skills for sustainable development are also presented. A short description of the option course «Future educators training technology of preschoolers’ skills for sustainable development» which has been delivered to the students is presented. As well as the structure of the course «Pedagogical foundations of developing soft skills» is described. The content of the course reveals the social component of sustainable development, but environmental and economic components are implemented at the expense of teaching aids (artistic and popular scientific texts). A brief description of teachers training for implementing interactive technologies with students is presented.
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