Philosophical Futurism and the Evolution of Education: Analyzing Personality Consciousness, ICT, and Forward-Thinking Pedagogical Strategies
DOI:
https://doi.org/10.57125/FP.2023.06.30.01Keywords:
education, educational strategies, ICT, innovative pedagogical space, subject of educationAbstract
The purpose of the article was to identify promising educational strategies in the context of the subject of the educational space personal potential correlation and the capabilities of innovative educational elements. The philosophical and futuristic guidelines of educational development are focused on the worldview and mental transformation of consciousness associated with the active use of ICT elements. The tasks of the article were focused on the philosophical and ideological understanding of the educational space of the future – the positioning of the subjects of educational activity and a new balance between the traditional and innovative components of the educational system. Methodology. The study used general scientific methods: analysis, comparison, and systematisation. A special place in the methodological arsenal of scientific research is occupied by forecasting and modelling since they help achieving the goals of the article, namely - to identify promising educational directions of development. The philosophical and scientific methodological approaches, especially those of synergistic content, have also been updated. Interdisciplinary connections provided an opportunity to study innovative elements and their impact on improving the educational paradigm. The results of the study indicated the need for a balance between the potential of the subject of the educational space and the capabilities of the information technology cluster in the educational process. Prospects for the study are the development of philosophical and axiological guidelines that will become a guide for the feasibility of using innovative educational formats. Conclusion. Thus, the evolution of education is occurring at a rapid pace and is causing a transformation of the value components of this sphere of social activity. Such perspectives define a new understanding of the content of the educational environment, pedagogical format, and activity of all subjects and stakeholders of the educational process.
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