ECOLOGY OF INTERACTION IN EDUCATIONAL SUBJECTS: PSYCHOLOGICAL CRITERIA
DOI:
https://doi.org/10.54662/veresen.1.2025.07Keywords:
criteria of ecological interaction in an educational institution, dyads, ecological interaction, ethicality of interaction, interaction, principle of ecology, toxicity of interactionAbstract
The article analyzes the interaction within dyads functioning in educational institutions, considering the psychological criteria of ecology. It explores the concept of «ecological interaction» in relation to the closely related term «ethical interaction» and highlights the contrasting differences between ecological and toxic interactions. The psychological criteria for ecological interaction in the educational environment between teachers, students, their parents and the administration of an educational institution are determined. The factors that negatively affect this phenomenon are outlined. The main factors of non-environmental interaction in educational institutions include, first of all, overload (informational, educational), stress and burnout. A particular concern is the unmet need for quality communication and the focus on external learning outcomes, which may indicate a formal approach to the educational process. The lack of attention to mental health, along with the gap between knowledge and action on the principle of sustainability, also worsens the psychological microclimate in the educational environment. On an individual level, factors such as personal characteristics and the level of inclusive culture are also important considerations. A promising area for further research is the comparative study of ecological approaches across different countries and cultures. This includes analyzing ecological interaction practices within educational systems to identify both universal principles and culturally specific approaches. The results of such studies could be used to develop training programs for teachers, helping them better understand the principle of ecological interaction and apply it effectively in their pedagogical practices.
References
Bilonozhko, O. V. (2023). Ekolohichnist spilkuvannia yak bazova oznaka profesiinoi kultury vchyteliv [Ecological communication as a basic feature of the professional culture of teachers]. Visnyk pisliadyplomnoi osvity. Vypusk 25(54). Seriia «Pedahohichni nauky» (Katehoriia «B»), 44–56. DOI: https://doi.org/10.58442/2218-7650-2023-25(54)-44-56 (ukr).
Bondarenko, O., Sydorenko, O. & Bondarenko, Yu. (2023). Ekolohichnist yak skladova kultury movlennia suchasnoho ukraintsia [Environmentalism as a component of the speech culture of a modern Ukrainian]. Filolohichni traktaty. Tom 15, 2, 7–16. DOI: https://www.doi.org/10.21272/Ftrk.2023.15(2)-2 (ukr).
Ekolohichna psykholohiia: khrestomatiia (Ed. Yu. M. Shvalba). (2018). [Ecological psychology: a textbook]. K.: Instytut psykholohii imeni H. S. Kostiuka NAPN Ukrainy (ukr).
Kobernyk, I. & Krasnova, K. (2019). Efektyvni komunikatsii dlia osvitnikh upravlintsiv [Effective communications for educational administrators]. K. Retrieved from: https://nus.org.ua/wp-content/uploads/2019/12/efektyvni-komunikacii-posibnyk-final-preview-20-12.pdf (ukr).
Kyrychenko, R. & Sheremet, O. (2022). Ekolohichne spilkuvannia: pravyla nenasylnytskoi komunikatsii [Ecological communication: rules of non-violent communication]. Tendentsii ta perspektyvy rozvytku nauky i osvity v umovakh hlobalizatsii. Pereiaslav: Universytet Hryhoriia Skovorody v Pereiaslavi, Vyp. 89, 221–223 (ukr).
Kyseliuk, N. P. (2019). Ekolohichni ta emotsiini aspekty etychnykh norm komunikatsii v anhlomovnomu dyskursi [Ecological and emotional aspects of ethical norms of communication in English-language discourse]. Naukovi zapysky Natsionalnoho universytetu «Ostrozka akademiia»: seriia «Filolohiia». Ostroh: Vyd-vo NaUOA. Vyp. 5(73), 32–34. DOI: https://doi.org/10.25264/2519-2558-2019-5(73)-32-34 (ukr).
Lysychenko, L., Bogdanova, I. & Promska, A. (2020). Ecology of language as the guarantee of stable development of the Ukrainian society. Technogenic and ecological safety, 8(2/2020), 55–59. DOI: https://doi.org/10.5281/zenodo.4300771 (ukr).
Pustovit, N., Kolonkova, O., Prutsakova, O., Tarasiuk, H. & Solobai, Yu. (2016). Ekolohizatsiia osvitnoho prostoru suchasnoi zahalnoosvitnoi shkoly [Greening the educational space of a modern comprehensive school]. (ukr).
Taranenko, K. (2020). Pryntsypy ekolohichnoi mediakomunikatsii pid chas pandemii [Principles of ecological media communication during a pandemic]. Aktualni pytannia humanitarnykh nauk. Vyp 33, tom 2. 168–173. DOI: https://doi.org/10.24919/2308-4863.2/33.215869 (ukr).
Zabrotskyi, M. M. (2006). Pedahohichna vzaiemodiia: ekolohichnyi vymir [Pedagogical interaction: ecological dimension]. Aktualni problemy psykholohii. Ekolohichna psykholohiia. Instytut psykholohii im. H. S. Kostiuka APN Ukrainy. T. 7, vyp. 9, 77–84. K. (ukr).
Zastelo, A. O. (2012). Psykholohichne zabezpechennia ekolohichnosti osvitnoi vzaiemodii v prostori dystantsiinoi osvity [Psychological support for the environmental friendliness of educational interaction in the space of distance education]. (Extended abstract of candidate’s thesis). Zaporizhzhia: Klasychnyi pryvatnyi universytet. Retrieved from: http://www.ecopsy.com.ua/data/aref/zastelo.pdf (ukr).
Zhehus, O. V. (2023). Ekolohichnist marketynhu yak pryntsyp kontseptsii marketynhu mozhlyvostei [Environmental marketing as a principle of the concept of opportunity marketing]. Marketing of innovations. Innovations in marketing. Materials of the International Scientific Internet Conference (December, 2023). Bielsko-Biala: WSEH, 107–112 (ukr).
