Transformation of Approaches to Environmental Education in Pedagogical Theory

TEACHING PROFESSION AND THE TECHNIFICATION OF EDUCATION: A CONCEPTUAL STUDY ON PROFESSIONAL AUTONOMY

This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.

Formation of environmental competencies of students in the system of higher education

In the context of global climate challenges and the accelerated transition of the global economy to sustainable development models, developing environmental competencies is becoming an imperative for the higher education system. The relevance of this study stems from the growing demand from employers for graduates to possess green skills, as well as the need to integrate ESG (environmental, social, and corporate governance) principles into the professional training of specialists in all fields, not just those in the natural sciences. The aim of this study is to theoretically substantiate and develop a practice-oriented model for developing environmental competencies in university students. The methodological basis of the study is based on systems, competency-based, and activity-based approaches. The study utilized methods of analyzing regulatory and pedagogical literature, pedagogical modeling, and empirical methods (questionnaires, participant observation, and analysis of educational trajectories). This article defines the structure of environmental competence, which includes three interrelated components: cognitive (knowledge of the fundamentals of ecology and sustainable development), value-motivational (awareness of personal and professional responsibility for the environment), and activity-based (the ability to apply environmentally friendly technologies and make "green" management decisions). The need for an interdisciplinary approach, involving the integration of an environmental module into the curricula of non-core disciplines, is substantiated. Particular attention is paid to the role of digital educational technologies (VR simulations, environmental case championships, project-based activities) in developing students' environmental thinking.

HOLISTIC AND ALTERNATIVE PEDAGOGICAL APPROACHES IN THE MODERN EDUCATION SYSTEM

The article examines the global changes taking place in the education system in modern times and the holistic education concept formed against the background of these changes. The study analyzes the challenges of the 21st century – digitalization, globalization, technological development, environmental problems and the transformation of the traditional education model in the context of the emergence of human capital. It is especially emphasized that the holistic education approach considers the intellectual, emotional, social and spiritual development of a person within a single system. The article comparatively analyzes the main principles, development theories and the teacher factor of alternative pedagogical models such as Waldorf and Montessori, and refers to the theoretical views of educators such as Rudolf Steiner, Maria Montessori, Lev Vygotsky, Carl Rogers and John Dewey. At the same time, global problems of modern education – issues such as digital inequality, adaptation to the labor market, emotional well-being, inclusion and teacher shortage – are examined, and ways to solve them are identified. As a result of the study, it was determined that the modern education system should be formed not only as a mechanism for transmitting knowledge, but also as a humanistic and flexible model that ensures the comprehensive development of the personality.

HUMAN RIGHTS IN EDUCATION: POSSIBILITIES AND CONTRIBUTIONS TO THE SCHOOL ENVIRONMENT

This study analyzes the possibilities and contributions of human rights to the school environment, considering their relevance to citizenship education, the promotion of inclusion, and the strengthening of democratic pedagogical practices. It is based on the understanding that the school plays an essential role in the construction of values such as respect, dignity, social justice, and recognition of diversity. The objective of the research was to understand how human rights education can contribute to curriculum organization, teacher education, and the consolidation of more ethical and participatory school relationships. Methodologically, this is a bibliographic study with a qualitative approach and descriptive nature, developed through the analysis of scientific publications issued between 2020 and 2025 in academic databases and Brazilian scientific journals. The results indicate that human rights education constitutes an important foundation for building a school culture committed to citizenship, equity, and inclusion. It was also found that its effectiveness depends on the articulation between curriculum, teacher training, and institutional practices consistent with these principles. It is concluded that human rights represent an indispensable formative axis for strengthening more democratic, humanized, and socially responsible school environments.

DIGITAL EDUCATIONAL ENVIRONMENT AS A FACTOR IN THE DEVELOPMENT OF FUTURE EDUCATORS' METACOMPETENCE

Ubiquitous digitalization is one of the key global trends shaping the transformation of modern pedagogical reality. The digital educational environment is fundamentally changing the content, forms, and methods of teaching, leading to a rethinking of the professional role of educators and increased demands on their metacompetence profile. The relevance of this study stems from the need to prepare educators capable of functioning effectively in a highly technological environment, characterized by uncertainty and continuous change. The purpose of this article is to analyze the impact of the digital educational environment on the development of future teachers' metacompetence and to identify the pedagogical conditions that facilitate its development. The methodological framework is based on the principles of competency-based and activity-based approaches, as well as an analysis of modern digital educational practices. The study utilizes theoretical analysis, a comparative pedagogical review, questionnaires, and elements of pedagogical modeling. The findings demonstrate that the digital educational environment facilitates the development of key components of metacompetence: reflexivity, critical thinking, digital agility, self-organization, and metacognition. Pedagogical conditions that enhance this process were identified: the integration of digital tools into educational trajectories, the creation of self-education situations, project-based activities, digital collaboration, and continuous feedback. The practical significance of the study lies in the possibility of using the proposed model for developing metacompetence in the design of educational programs, modules, and digital educational environments at universities.

The education of teachers: the process of meaning-making in teaching within Historical-Cultural Theory 1