Integrative role of human geography in solving global problems of modernity

All bachelor's, master's, and PhD programs of the world's leading universities have been implemented to some extent and continue to develop information geography, providing a comprehensive and powerful educational component. Their basis is the mastery of geospatial technologies, data management, and implementation of geospatial analysis. Educational programs necessarily include practical experience, project-based learning and field studies to enhance practical skills and prepare students to solve real-world practical problems. Comprehension of the need for such training leads to the fact that universities and their research centers invest in advanced geospatial laboratories, high-performance computing resources, remote sensing equipment, and access to geospatial data repositories. Such resources allow researchers and students to conduct advanced geospatial analysis, process large data sets and develop innovative geospatial programs.

Leading universities also collaborate with government agencies, industry partners, and research institutions to address real-world challenges and drive innovation in education and research. This collaboration often includes collaborative research projects, knowledge sharing, and technology transfer, ensuring that academic research will have a practical implementation and positive impact on society's development.

Leading universities are implementing their contribution to open data initiatives by sharing geospatial data sets, developing open source software tools, and advocating for open access to geospatial information. This joint and open approach contributes to this direction's innovative development, research reproducibility and free access to geospatial technologies.

Therefore, the development of information geography as a component of human geography in the leading universities of the world is characterized by interdisciplinary cooperation, research excellence, improvement of educational programs, the availability of the most modern equipment, cooperation with external partners, opportunities for professional development and commitment to open data and open source software. These universities play a crucial role in developing geospatial technologies, promoting innovation in solving complex social problems through the application of information geography and information development of society. It is worth adding about the importance of education and science in the difficult conditions of the present, war, social upheavals, a significant loss of intellectual potential, problems of restoring the economic potential of the country, the loss of stability of many regions, etc. There is a problem of strengthening the scientific component, training qualified specialists in policy issues, regional development, monitoring and planning of territories in further sustainable development. This is a problem of education. This is a problem of education and integrated interdisciplinary science, namely human geography.

Human geography has a powerful value, because it should contribute through its research and educational programs to the formation of the foundations of the global mentality, the fundamental conditions of world culture in particular. Information geography in this respect will continue to evolve rapidly. It is necessary to translate these changes into educational programs, to form relevant important students' competencies.

It should be noted that the main trends of the world's leading universities regarding the development, place and role of human geography as a complex science of human, society, nature are powerfully implemented in our university. Based on it we note that Kostiantyn Niemets was a generator of ideas for improving human-geographical science and education at our department. He was one of Ukraine's leading scientists in information geography as a component of human geography. He paid much attention to improving human geography's scientific and methodological apparatus. Rapid changes in the flow of various information about a person, society, nature, the aggravation of crises in the biosphere require the expansion of knowledge about various types of information, the search for new methods for mastering it and improving educational programs and theoretical and methodological foundations of our science on this basis [47]. The conceptual and terminological apparatus changes following the transformation of science itself. The algorithm of this process is simple: a new social order for solving specific problems of society requires the development of new research methods and addressing these problems due to the impossibility of solving them within the previous theoretical and methodological paradigms. In turn, the latter causes the development of the conceptual and terminological apparatus, etc.

The conceptual and terminological apparatus of contemporary social geography was formed historically in the conditions of the development of science itself, starting from economic geography with its transformation into economic and social, socio-economic, and finally into human geography. It was a science not just geographical, but interdisciplinary by definition from the beginning. Therefore, scientific and methodological, methodological and terminological apparatus were formed accordingly. Many intersections from the beginning of development were from economics, mathematics, then from sociology, political science, cultural studies, computer science, etc. Undoubtedly, this development should occur in the near future at the expense of the conceptual and terminological apparatus of cybernetics, synergetics, systems theory, etc. Konstiantyn Niemets substantiated and considered the construction of the thesaurus, structure, content, and the formation of educational programs of geographical orientation in general and human geography in particular. In this aspect we note the significant work on developing the conceptual and terminological apparatus, research methods following global problems and social challenges.

The practical activity of human society poses new and new problems to science, causing rapid development and new research areas. Many bifurcation points are unpredictable in the interaction of society and nature, and the development of global civilization as a whole. This requires the implementation of synergetic laws in human-geographical research, which should cover new phenomena, challenges for answering the question of changes in human behavior and society as a whole, and directions for developing social and geographical systems at bifurcation points, in particular. Given the extraordinary complexity of contemporary challenges to the sciences of society, nature, and human on a global scale; the complexity of processes at all levels in different parts of the world, human geography with its powerful interdisciplinary approach should significantly expand its subject-object research area. Given the need to apply the laws of synergetics in human geography, it is necessary to implement the concept of nonlinearity as soon as possible in its scientific apparatus, which is used very limitedly, although this is one of the main qualities of contemporary social and geographical systems. Further research requires consideration of cross-cutting lines of humanization, in particular cultural and behavioral geography, the development of behavioral maps that can become the basis for improving infrastructure, in particular transport, etc. Natural and social, purely anthropogenic cataclysms are rapidly spreading and problems. It requires the study of the mechanisms of the spread of anthropogenic cataclysms; in particular, this concerns natural and human-made disasters, their prevention, and overcoming with the analysis of natural and human losses, and financial resources.

The regional gaps in the levels of socio-economic development, availability of human potential, its prospects are growing rapidly in Ukraine. These processes will be intensified as a result of the war that Russia started against Ukraine, and the negative migration situation against this background. In general, there are processes of disintegration of countries under the pressure of globalization in the world. In the same aspect, research is needed on regional identity, in particular ethnic, racial, gender, age, professional, corporate, etc. An important issue for studying human geography is the regional mentality as the basis of regional identity in the new socio-political conditions. It should be noted that this problem was in the field of view of scientists abroad at the end of the last century. Since then an important concept of the cultural landscape has appeared, as the territory is historically inhabited by a certain group of people, namely bearers of certain cultural values.

Conclusions. Summing up the study of the important and complex problem regarding the role of science and education in overcoming the threatening problems of contemporary civilization, we note several aspects regarding the role of human-geographical science and education in these processes. Each science in a certain period of historical development performs certain important functions. Its success depends on the future of science itself and its contribution to the development of society, efforts to overcome global troubles, etc. The social order also sets the task for scientific developments, areas and, accordingly, the implementation of achievements in the education system. The system of transferring the social experience of generations works according to this scheme. In the current crisis state of interaction of humankind with the environment, the means of technogenic civilization do not allow solving these problems. The problem is in a person, his worldview, the dominant role in the biosphere, etc. The leading scientists of the world raise the question of the need for revolutionary changes in «human qualities» [26]. Taking into account the contemporary demand for the integration of scientific research and the necessary changes in the education system, this study reveals the role of human geography as an integrative science and education following the requirements of sustainable development and overcoming the global problems of civilization.

A thorough analysis of the main UN documents on implementing the sustainable development strategy in the life activity of society and the education system was carried out. Human-geographical science and education are considered from the standpoint of the tasks of post-nonclassical science of the 21st century. The main role belongs to the information and synergetic paradigm in theory and methodology, practical activity. Hence a change in the functions of human geography, the structure and content of education is necessary. The authors analyzed the identification of features of the structure, content, methods and techniques of human geography in the leading countries of the world, Ukraine and in our university. These issues will be considered in more detail and thoroughly in the monograph of the scientists of the department, textbooks, etc. The analysis of previous studies indicates the importance of the topic raised and the integrative role of human geography in the world's leading universities, which indicates its significant worldview, mental and cultural role in society. It can ensure the survival of the contemporary civilization of our planet and ensure the right for future generations to live and evolve in favorable conditions of the biosphere.

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Література

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