Headings of the journal
"Educational Resources and Technologies"

Annotation: The article is devoted to the assessment and interpretation of the university’s research potential related to the goals of sustainable development of society. The subject of the study is the content of university scientists’ publications in the context of the Agenda 2030 adopted by the international community. Experimental studies were conducted on the basis of the Federal State Budgetary Educational Institution “Pitirim Sorokin Syktyvkar State University”. The content analysis of the text of the publications of university scientists using the method of mathematical programming and the Statistica 10.0 statistical package, which includes factor analysis of the data array by the principal component method, was carried out. The application of the principal component analysis based on the pairwise correlation coefficients of the initial and generalized factors is demonstrated. The interpretation of the results of content analysis based on statistical processing of keywords from the text of scientific articles and the creation of an ordination plot of keywords in the space of factors is carried out. On the basis of the conducted content analysis, the possibilities of interdisciplinary research directions are identified. An interdisciplinary approach to conducting scientific research at the university is proposed. This approach is aimed at achieving a synergistic effect in obtaining new knowledge in the field of sustainable development. It is noted that mastering the methodology of interdisciplinary scientific research makes it possible to obtain results in combined fields of knowledge and form universal research competencies.

Annotation: Universities play a crucial role in training young professionals, ensuring their understanding of the goals of sustainable development, such as developing strategic partnerships, respecting and supporting human rights, efficient use of resources, and environmental protection. This list of qualities is formed through the educational process, which shapes the worldview of students. The article provides a brief review of initiatives and best practices in the field of training highly qualified specialists who can make a significant contribution to achieving the Sustainable Development Goals. The key directions for the development of education, scientific and upbring- ing activities of universities in the interests of sustainable development are identified. The concept of a holistic system for training specialists capable of promoting sustainable development goals is proposed. The empirical basis of the study is the reports and materials of the international conference “The Role of Universities in the Implementation of the Sustainable Development Goals”, held in May 2024 at the Belgorod University of Coop- eration, Economics and Law.

Annotation: The article is devoted to the analysis of a new conceptual vision of sustainable development, presented as a socio-cultural phenomenon and the subject of interdisciplinary consideration. The purpose of the publication is to identify current trends characterizing the current vision of the movement towards sustainable development in the information age through a non-classical, environmentally oriented view of culture and its translation, including through education. It is established that presently culture as a phenomenon of the artificial in its traditional purpose is expanding towards the “first nature” and biological. This is facilitated by cross-cutting system initiatives introduced into everyday life, for example, the New European Bauhaus. From a worldview point of view, such paradigms lead public consciousness to a total readjustment to the biological dominant in education, as opposed to the artificial/technical priorities established in the last century. It is shown that from an applied point of view, the New European Bauhaus contributes to the formation of an ecological style/lifestyle. It is revealed that in the paradigm of sustainable development, the unity of education and culture acquires new facets in response to the challenges of the era. The obtained results provide an opportunity for an original interpretation of the significance of feedbacks between the European green course and education at all levels.

Annotation: The article describes the relevant socio-philosophical problem of preventing and overcoming modern value and meaning conflicts. Conflicts of belief are activated in times of crisis and are powerful sources of destructive processes, thus modern professionals need to have the knowledge and skills to identify this kind of conflict situations and analyze them systematically. Modern social and practical philosophy offers three philosophical and methodological grounds for such analysis: first, the distinction between private beliefs and universal knowledge, which are coercive to rational beings. Second, the recognition of different beliefs and convictions as having an equal right to coexist peacefully in a modern democratic society and a state governed by the rule of law, since they cannot claim objective truth and superiority over one another. Third, contemporary beliefs should be consistent with applicable legal laws, and therefore they should not contradict the constitutional rights and freedoms of all citizens of the country, and at the same time should allow for mutual respect for other legitimate beliefs. The article presents two bases of mutually respectful attitudes – pragmatic (economic and legal) and general moral (humanistic and ecocentric), the forming of which should be included in the content of modern socio-humanitarian disciplines.

Annotation: As a rule, enlightenment means scientific enlightenment. However, it is quite possible to talk about other types of enlightenment, including philosophical and religious enlightenment. After the revolution of 1917–1921 in Russia, the Church was separated from the state, and religious education and education – from the school, education and enlightenment in which began to have a purely scientific character. As a result, over several decades of the existence of the Soviet secularist or secular state and education, a certain skew has formed in the ratio of scientific and religious public education: if in the field of scientific education there is a real acquaintance of a person with the basic scientific concepts, ideas, theories and pictures of the world, then in the field of religious education – instead of acquaintance with real religious ideas – a person is offered, as a rule, caricature interpretations of them. This leads to an unjustified representation of the correlation and interaction of science and religion as hostile and contradictory views on the world and man, which becomes one of the destabilizing factors in the development of modern Russian society. The object of the study is the correlation and interaction of scientific and religious public enlightenment and education. The subject of the study is a distorted view of the antagonism of scientific and religious ideas about the world and man. The purpose of the work is to substantiate the position not only about the absence of this antagonism and the peaceful coexistence of science and religion, but also about their complementarity. The research methods are empirical generalization, deductively and inductively organized conclusions, conclusions by analogy, abstraction, idealization, thought experiment and comparative analysis. The result of the work and one of its conclusions is the position according to which science and religion, by their nature, not only do not oppose each other and can peacefully coexist, but also complement each other, being equally necessary for both man and society; and the balance and harmonization of their relationships may fully be one of the essential factors of sustainable social development. The scope of application of the research results is educational multidimensional interactions in both secondary and higher education.

Annotation: The article is devoted to the consideration of reforming the education system in the context of the concept of sustainable development. The applied aspects of the application and the possibility of implementing the postulates of sustainable development in educational practice are considered. It is noted that education is the foundation of the concept of sustainable development. The author applied a broad approach to the interpretation of education implemented within the framework of the concept of sustainable development. According to this approach, sustainability in education affects not only specialists in environmental areas, but all areas of university training, since the concept of sustainable development itself is much broader than the spectrum of nature protection issues and includes social, cultural, economic and other aspects of social development. It is noted that many countries of the world have been able to make significant progress in terms of the implementation of educational initiatives, while in Russia the idea of the sustainability of education remains on the periphery of the attention of researchers, politicians and the public. The ways of implementing the concept of sustainable development in the educational industry are considered.

Annotation: The article describes the essence of education for sustainable development as a new model of the evolution of human civilization. The need for such a model arose due to the crisis situation in the interaction of nature and society, with the emergence of global problems and especially environmental ones. The article analyzes various approaches to understanding the essence of sustainable development, defines the role of education in this process, the need to improve the educational process based on humanistic values. Ecological ethics and the ethics of non-violence are considered as fundamental axiological foundations of education for sustainable development. It is argued that ethically-oriented education ensures the transition to sustainable development and subsequent new civilizational forms that guarantee the survival and safe existence of mankind. The significance of the new model of education for the forming of a sustainable worldview of future generations of people focused on the harmonious coexistence of nature, society and man is substantiated.