DETERMINING THE PLACE AND ROLE OF THE COMPONENTS OF SOCIAL AND HUMANITARIAN SECURITY IN BIOLOGICAL EDUCATION

Abstract

The purpose of this article is to provide a theoretical and methodological justification for biological education through the integration of socio-humanitarian security principles, as well as to offer scientific and methodological support for their implementation within the “nature – human – society” system. The main idea of the study is to identify pedagogical conditions that promote the development of a humanistic worldview, ecological responsibility, and ethical attitudes toward life among students.

The scientific and practical significance of the study lies in developing the theoretical and methodological foundations for integrating components of socio-humanitarian security into the content of biological education. The research enriches the theoretical basis for the humanization of natural science education and proposes practical ways to incorporate socio-humanitarian components into biology teaching.

The methodological framework of the research is based on competence-based, practice-oriented, system-structural, personality-activity, and integrative approaches. The study employed theoretical methods (literature analysis, modeling, systematization) and empirical methods (observation, survey, pedagogical experiment).

The study identified the role and place of socio-humanitarian security components in biological education. A theoretical model for teaching biology was developed, aimed at implementing socio-humanitarian security objectives and including goal-oriented, content-methodological, process-activity, and result-evaluation components.

The value of the study lies in strengthening the socio-humanitarian dimension of biological education, developing students’ functional literacy and value-oriented thinking, and fostering harmonious relationships between humans and nature. The practical significance of the research is in the applicability of the proposed model and methodological recommendations in teacher training and in the modernization of biology curricula.