UDC 37.013.73
DOI: http://dx.doi.org/10.36871/2306-8329_2025_98_1_11
Authors
Khvedchenya Ludmila V.,
PhD (pedagogy), full professor
professor at the department of English language of humanitarian faculties
Belarusian State University
Minsk, Belarus
Pusiankova Halina A.,
senior lecturer at the department of English language of humanitarian faculties,
degree-seeking applicant of the department of Pedagogy and Problems of Education Development
Belarusian State University
Minsk, Belarus
Abstract
The article discusses the problems of expanding the philosophical and methodological basis of modern pedagogical prognostics in
the context of global problems of civilization development.
The authors use the following research methods and techniques: a) historiographic analysis, which involves a review of philosophical and
pedagogical literature to identify and systematize existing approaches and ideas in the field of pedagogical prognostics; b) the historical and
logical method of cognition used to study the evolution of pedagogical prognostics and its philosophical and methodological base, as well as
to analyze the relationships between historical events and educational trends; c) the extrapolation method used to forecast the development
of pedagogical processes based on the analysis of current trends and their potential impact on the future.
The novelty of the study lies in the fact that the work for the first time systematically examines the philosophical and methodological
foundations of pedagogical prognostics in the context of changes caused by the post-industrial information society. The authors propose
new approaches to understanding prognostics as a process that not only predicts the future, but also forms educational strategies based on
the analysis of current trends, adapts to changes, involves the integration of modern forms and methods, and implements a multidisciplinary
approach.
The article proposes a scheme ranking the core methodological guidelines at different levels of scientific knowledge (general scientific, specific
scientific and didactic). The concept of sustainable development of society and the strategy of education for sustainable development that
correlates with it, which relies on the ideological aspects of human development, are positioned as methodologically significant. Components
of the didactic level, conditioned by distance and derivative forms and technologies of training, also acquire innovative methodological
potential. Due to the a priori nature of the forecast, a conceptual approach to its scientific substantiation in the logic of the philosophy of
education is proposed, based on the synthesis of multi-level principles and methodological guidelines.
The practical significance of the study
is that the results of the study can be used to develop and implement new educational strategies that take into account changes in the needs of
students and the demands of the labor market. This is especially relevant in a rapidly changing world, where traditional approaches to learning
may prove ineffective. In addition, the results of the study can be useful for education authorities in the formation of educational policy.
They will help in the development of programs aimed at improving the educational infrastructure and introducing innovative technologies.
Keywords: educational methodology; pedagogical forecasting; education for sustainable development; post-industrial information society;
challenges of our time.
Keywords
methodology of education; pedagogical forecasting; education for sustainable development; post-industrial information society; challenges of today.
