PHILOSOPHICAL GUIDELINES OF EDUCATION IN THE ERA OF GLOBAL CHALLENGES OF SUSTAINABLE DEVELOPMENT

Abstract

The article provides a philosophical analysis of contemporary education in the context of global challenges of sustainable development. It emphasizes that in the 21st century, education goes beyond its traditional understanding as a social institution, becoming a key space where personal values and meanings, ecological thinking, a culture of peace, and ethics of responsibility are formed. The authors argue that the technocratic model of education, which focuses primarily on productivity and competitiveness, limits the humanistic potential of learning, causes spiritual disorientation, and weakens social solidarity. Thus, the current state of education requires a review of its worldview foundations. The methodological basis of the study is built on a synthesis of philosophical-anthropological, axiological, ecological, and cultural approaches, which allows education to be interpreted as a holistic system within the triad of culture – human – nature. The concepts of well-known scientists are analyzed, highlighting the transition from an instrumental-technocratic to a humanistic-value model of education. Emphasis is placed on the focus of contemporary philosophy on the integration of ecocentrism, humanism, social responsibility, and the principles of planetary thinking. The article reveals the fundamental concepts of the study: ecological thinking, the value- semantic sphere, the culture of peace, and the ethics of responsibility as key features of the modern personality. Such a personality is capable of adapting and acting in conditions of complex social, cultural, and environmental challenges. The risks and contradictions of introducing the philosophy of sustainable development into the educational sphere are examined separately. Among them are such aspects as technological reductionism, the superficial nature of ecological discourse, conflicts between global and local approaches to education, the risk of moralizing, tensions between market demands and value orientations, as well as an insufficient level of interdisciplinary integration. In conclusion, it is noted that modern education should develop as a philosophical space for the formation of a personality that possesses ecological maturity, moral responsibility, and cultural identity. It is precisely this model that can contribute to the formation of a sustainable development consciousness, adequately respond to the challenges of globalization, and preserve human spiritual autonomy in harmony with the triad of culture – human – nature.