PHILOSOPHICAL ASPECTS OF THE DEVELOPMENT OF ECOLOGICAL COMPETENCE IN YOUNG PEOPLE THROUGH DIGITAL LEARNING PLATFORMS

Abstract

The convergence of digital transformation and deepening ecological crises offers both unprecedented challenges and opportunities for environmental education. This article examines the philosophical dimensions of the development of ecological literacy among adolescents through digital learning platforms, with particular attention to the Uzbek context. Based on critical technology theory, posthumanist pedagogy and decolonial perspectives, the study analyzes the ontological, epistemological and axiological foundations of digitally mediated environmental education. The article argues that while digital platforms offer significant potential for scaling environmental education and engaging digitally engaged generations, they also embody fundamental philosophical tensions: the mediation of nature through screens, the risk of techno-solutionism, the tension between behavior modification and autonomous consciousness, and the potential marginalization of traditional ecological knowledge.