Socio-environmental values: specific features of their structure and content among secondary vocational education students
in the field of agricultural production
Introduction. As an integral component of an individual’s value system, socio-environmental values (SEVs) have been studied not only in education but also in philosophy, sociology, psychology, and environmental studies. Their formation has been examined across various levels of education, including preschool, general, vocational, and supplementary education. Nevertheless, the structure and content of socio-environmental values among students in secondary vocational education remain insufficiently conceptualized and require further clarification. The aim of this study was to identify and substantiate the structure and content of socio-environmental values among students in the secondary vocational education system. Materials and Methods. The study employed theoretical analysis and synthesis of scholarly literature, content analysis, comparison, generalization, and modeling to determine the structure and content of socio-environmental values among secondary vocational education students. Results. The concepts of values, social values, environmental values, and socio-environmental values were examined at the philosophical, general scientific, and specific scientific levels of methodology. The study identified three structural components of socio-environmental values that are relevant to students of secondary vocational education: cognitive, emotional and activity-based. The study also specified the substantive characteristics of each component. Conclusion. The proposed structure and content of socio-environmental values provide a conceptual framework for fostering a value system among future professionals in the agricultural sector that promotes a harmonious and responsible relationship with the environment and is reflected in their future professional practice.
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This article is dedicated to the 150th anniversary of Belgorod National Research University and its long-standing tradition of researching the psychological and pedagogical mechanisms of personality development, advanced educational practices, and the integration of science, education, and upbringing.