The pedagogical potential of the analysis of natural images in modern English literature

Abstract

Modern higher philological education is faced with the need to integrate interdisciplinary approaches to form students' comprehensive understanding of literary works in the context of global environmental challenges. The research is aimed at a theoretical analysis of the aspects of the introduction of an ecocritical approach to the study of natural images in the works of modern English-speaking writers in the educational process of higher education institutions. The work is based on a conceptual analysis of the pedagogical potential of ecocritical methods of literature research for the development of environmental competence of philology students. The methodological basis is a theoretical approach that includes a comparative analysis of educational paradigms and a conceptual study of the effectiveness of ecocritical methods in the educational process. The theoretical basis of the research includes an analysis of the concepts of ecocritical education and pedagogical strategies for integrating environmental issues into philological disciplines. The results show that the integration of ecocritical analysis of natural images in the works of M. Atwood, R. Powers, D. DeLillo and other modern English-speaking authors has significant potential to increase students' environmental awareness, develop critical thinking and contribute to the formation of interdisciplinary competencies. The study identifies key solutions necessary for the successful integration of an ecocritical approach into educational programs, including curriculum modification, faculty training, and the creation of interdisciplinary educational modules. The theoretical conclusions obtained indicate the high potential of ecocritical analysis of modern English-language literature as a tool for the formation of environmental awareness and the development of students' analytical competencies in the context of the transformation of higher education.