THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF RADIATION EDUCATION IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article examines the relevance of radiation education in the context of the growing nuclear threat due to military aggression and the growing use of nuclear energy for peaceful purposes. The author emphasises the need to increase the level of radiation literacy of the population, especially in higher education institutions, in order to prepare specialists for possible radiation threats. The analysis of international studies confirms the importance of developing radiation education, which includes scientific understanding of the nature of radiation, risk assessment and practical skills in prevention and control. Most current research focuses on the development of teaching methods and curricula. It was found that there is a lack of research on the development of integrated approaches to radiation education, especially in the context of post-accident situations. The present study analyses the existing research and emphasises the need to develop integrated programmes that include both formal and non-formal teaching methods using modern digital technologies. The purpose of the article is to substantiate the theoretical and methodological foundations of radiation education in higher education institutions. It has been substantiated and proved that the main didactic principles of this education are scientific, accessible, systematic, continuity, problematic, consciousness and activity. The potential of interdisciplinary and transdisciplinary approaches to radiation education is revealed as optimisation approaches to radiation education, which contribute to the qualitative substantiation of the content of training, selection of effective forms, methods and means. Methodological approaches that can be adapted to specific learning objectives and audience are proposed. The choice of the optimal method requires taking into account such factors as the level of students' training, the availability of material and technical resources, and the specifics of the curriculum. Further research in radiation education is seen in the systematic substantiation of the content of academic disciplines.