Ключевые слова
образовательная экосистема
платформенность
акторы образования
Форсайт образования
Как цитировать
Аннотация
В последние десятилетия образовательное пространство во всем мире становится все более разнообразным, привлекая новых участников, порождая новые продукты, технологии и институциональные формы. Эта тенденция носит глобальный характер и провоцирует дискуссию о появлении комплексных образовательных экосистем, понимание которых остается фрагментарным и неструктурированным, затрудняя как обоснованную дискуссию, так и реализацию прогнозного потенциала экосистемного подхода. Цель статьи состоит в выявлении признаков, характеристик и закономерностей функционирования экосистемы для формирования экосистемного подхода к исследованию и моделированию процессов трансформации и перехода к устойчивому развитию в образовании.Результатом исследования выступает концепция образовательной экосистемы, построенная на основе закономерностей открытой и динамичной социальной системы, характеризуемой коэволюцией участников, высоким уровнем комплементарности ресурсов и компетенций, партисипативностью и коопетицией в создании новых образовательных продуктов. Для достижения цели статьи проанализирован генезис понятия образовательной экосистемы, прослежена его преемственность моделям тройной, четверной и пятерной спирали, а также концепции инновационной экосистемы. Представлена методология применения экосистемного подхода к организации Форсайт-исследований и сопроектирования стратегии, направленной на достижение целей устойчивого развития в области образования, соответствующая основным принципам программы ООН по реализации целей устойчивого развития в области образования до 2030 года — Sustainable Development Goal 4 (SDG4).Экосистемный подход применяется в том числе к отбору баз источников, интерпретации сигналов будущего и характеристике предмета Форсайта. Сделан вывод об исследовательской обоснованности экосистемного подхода к моделированию новых типов взаимодействия акторов, описанию коэволюции социальных, экономических, технологических и культурных трендов и выявлению справедливых и коллективно значимых приоритетов в развитии образовательной среды.
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