Enhancing environmental education for individuals with health limitations

Abstract

Consideration of existential foundations of the individual existence of a person with disabilities has conceptual, practical and methodological significance for the research of socio-cultural aspects of the formation of environmental education and environmental culture. In the context of modern philosophical trends, the search for a correct conceptual apparatus that serves as a theoretical basis for adequate representation of the range of problems of environmental education in an inclusive society is actualized. The aim of the work is to study environmental education as a reflection of existentially-oriented life activity of people in the everyday inclusive space. The methodology of the paper includes a systematic literature review and reflects global trends in the development of the research problem, reflecting different approaches to the formation of environmental education system in the context of existential foundations of individual human existence. The adequate representation of the priority objectives of sustainable development of environmental education actualizes the application of the method of symbolic interactionism and praximic methods. Accepting the standards of validity and reliability, the authors of this paper directly relied on the materials and results of scientific articles available in databases (Scopus, Wiley, Taylor and Springer). The main results of the paper concern, firstly, demonstration of the fact that the peculiarities of identification and personal formation of people with disabilities are determined by the content-meaningfulness of their environmental education and environmental culture; secondly, substantiation of the fact that environmental culture acts as the main parameter of existential and social communication in the sphere of people's everyday environmental experience.