Education for sustainable development today: A problem area for overcoming difficulties of pedagogical adaptation (on the example of a higher school)

Abstract

Aim. The aim of this study is to structure the problem areas of pedagogical adaptation of the content of the concept of sustainable development into the practice of Russian higher education. Methods. Analysis, synthesis and generalization of some relevant works, including foreign ones, in this field were used as research methods, as well as the results of many years of professional pedagogical activity of the authors (pedagogical observation, peer review, pedagogical interpretation). Results. The findings of the research are the identification of the problem areas for overcoming the difficulties of pedagogical adaptation of the principles of education for sustainable development in the practice of the Russian higher school. Conclusions. The findings of the study include the problems of pedagogical adaptation of content and methods of effective education for sustainable development, such as: 1) the inconsistency of the content tendencies of higher education in relation to objective needs of the society and politics that contradict sustainable development as a whole; 2) the problem of insufficient methodological support to develop critical thinking in students in the process of environmental education, as well as the pedagogical problem of the formation of students' reflexive experience; 3) the problem of "locality" and "targeting" of the content and methods of education for sustainable development; 4) the problem of developing inter-disciplinary and trans-disciplinary approaches for the education for sustainable development; 5) the problem of pedagogical adaptation of the axiological foundations of education for sustainable development.