ЕNVIRONMENTAL COMMUNICATION AS A PEDAGOGICAL CONSTRUCT: A THEORETICAL EXPLORATION WITHIN THE CONTEXT OF ENVIRONMENTAL EDUCATION IN THE WESTERN BALKANS
DOI:
https://doi.org/10.47054/ddxce451Keywords:
environmental education, environmental communication, еcopedagogy, critical pedagogy, environmental awarenessAbstract
This paper explores environmental communication as a pedagogical construct within the evolving framework of environmental education in the Western Balkans. Positioned at the intersection of communication, pedagogy, and ecological awareness, the study argues that environmental communication transcends the mere transmission of information, and it operates as a transformative process that fosters critical reflection, participatory dialogue, and ecological citizenship. Drawing upon critical pedagogy, ecopedagogy, social constructivism, and agenda-setting theory, the paper offers a communication-cantered model of environmental education. This theoretical model emphasizes communication as both a method and a medium of learning that is enabling learners to co-create meaning, critically analyse environmental narratives, and engage in civic participation. Within the specific socio-political context of the Western Balkans, characterized by post-socialist transitions, weak environmental governance, and limited educational innovation, the study highlights the potential of communication-based pedagogy to strengthen environmental literacy, promote sustainability, and support democratic engagement. By viewing communication as the connective tissue linking environmental awareness, education, and literacy, the paper contributes a framework for rethinking environmental education as a socially transformative process responsive to regional ecological and cultural realities.
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