Theoretical-methodological foundations of constructing the concept of ecological mobility

Abstract

The article proposes a theoretical-methodological justification and operationalization of the concept of «ecological mobility» as an integrative personality trait relevant to educational practices under conditions of Anthropocene uncertainty, digitalization, and escalating ecological risks. Ecological mobility is interpreted not as spatial displacement, but as the ability to promptly restructure strategies of interaction with the natural and socio-natural environment while maintaining a sustainable value vector, thereby minimizing undesirable consequences of activity. The construct is revealed through cognitive flexibility, axiological dominance of biocentrism, and praxeological reactivity, supplemented by prognostic competence and socio-ecological adaptability; emphasis is placed on the tension between value stability and variability of instrumental skills. The methodological perspective is set by the convergence of systemic, competence-based, and environmental approaches, while the measurement model is supported by psychometrically validated tools (α=0.84), including case-tests of ecological uncertainty, diagnostics of value orientations, observation in project activities, and analysis of digital traces of ecological activity; statistical processing was performed using correlation analysis, dispersion procedures, and factor analysis. On a data array from 2019-2023 (1450 participants), pronounced heterogeneity of components was shown: among students of natural science majors, cognitive flexibility and prognostics are higher, but socio-ecological adaptability and value dominance are lower; among humanities students, the configuration is reversed, with no significant differences in praxeological reactivity. Strong associations were identified between critical thinking and cognitive flexibility (r=0.812), empathy toward nature and axiological dominance (r=0.789), and internality and praxeological reactivity (r=0.711), which allows refining the personality prerequisites for mobile ecological behavior. A modular program combining case methods, immersive technologies, and social design provides a noticeable shift in the levels of formation (the share of the low level decreases to 14,56%, the high level increases to 28,91%). Additionally, a gap was revealed between teachers’ self-assessment and expert assessment of their methodological and digital readiness, indicating risks of implementing the concept and directions for professional development.