INTERNALIZATION OF THE ECOLOGICAL IMPERATIVE INTO THE MORAL STRUCTURE OF THE FUTURE PEDAGOGUE’S PERSONALITY

Abstract

The article explores the theoretical and applied aspects of the internalization of the ecological imperative into the moral structure of the future pedagogue’s personality. Applying methods of theoretical analysis and interdisciplinary synthesis, generalization, and comparative analysis, a three-level model of the assimilation of environmental values is substantiated: value-ontological (high), normative-professional (medium), and adaptive-instrumental (low). Based on empirical research, a dominance of the medium level was revealed, indicating a perception of ecology primarily as a professional duty (deontology) without deep personal integration. Special attention is paid to the gender differentiation of eco-ethical orientations. It was established that the female part of the sample is inclined toward the “ethics of care”, demonstrating high ecological empathy and a readiness to provide a personal example. Men, on the other hand, exhibit a higher level of moral autonomy and rational responsibility, viewing the ecological imperative through the prism of logical justification and normative requirements. It is proven that the ecological imperative acts as a powerful regulator of the pedagogue’s moral character, contributing to resilience against professional burnout through the discovery of planetary meanings of activity. Methodological recommendations are proposed regarding the transformation of the educational environment of higher education institutions, which involve a transition from formal information-sharing to value modeling and taking into account gender specifics in the formation of the ecocentric paradigm of future specialists. The professional significance of the ecological imperative lies not only in the formation of a responsible attitude toward nature but also in strengthening the pedagogue’s moral character as a whole. Students with developed ecological reflection find additional existential meanings in the profession, which increases their psychological stability and readiness to transmit humanistic values to future generations. Scientific and methodological recommendations have been formulated for lectures of higher education institutions regarding the transformation of the educational space with the aim of increasing the eco-ethical maturity of future pedagogues.