Principles of the ecosystem approach: possibilities for modeling educational ecosystems

Introduction. The article reveals the problem of applying the ecosystem approach for the transformation of education in the face of current global socio-economic and technological challenges. The aim of the article is to identify and summarize the principles of the ecosystem approach to education, to justify the possibilities of their application for modeling the national education system. Materials and Methods. The methodological basis of the study includes systematic approach, socio-environmental approach, comparative analysis and thematic content analysis. In order to achieve the purpose of the research, an analytical review has been conducted in a comparative context: more than 60 full-text sources revealing the features of the ecosystem approach have been studied using the method of qualitative thematic content analysis. The comparative analysis made it possible to identify and clarify different points of view on the ecosystem approach and the prospects for its implementation in modern education. At first, the article examines the operating conditions of ecosystems. The authors have identified and described their key principles in business and entrepreneurship. In the second phase, the logical and methodological method of extrapolation has allowed the authors to implement these principles to education. A conceptual architecture of the educational ecosystem has been designed based on modeling method. Results. The authors have identified the key principles of social ecosystems functioning in business and entrepreneurship, substantiated the possibility of their application to the education sector. The authors have outlined and revealed six fundamental ecosystem principles in their entirety and systematic coherence: customer focus, configuration among participants’ relations, regulation and management, environmental influence, digital technologies and online platforms, symbiosis and co-evolution of participants. These principles have formed the basis for the conceptual architecture of the educational ecosystem. This meaningful mental model explicates inner meanings of ecosystem connections in education. It represents key features, new nature and configuration of relationships among dissimilar participants and stakeholders, such as formal and non-formal education, the state, the innovative business and the non-profit sector. Based on the analytical review and the comparative analysis of international and Russian sources, the authors have substantiated theoretical and practical potential, advantages and limitations of the ecosystem approach to education, as well as designed the model of the educational ecosystem. Conclusions. In conclusion, the authors summarize the identified fundamental principles of educational ecosystems; justify the possibilities of their application for the organizational, technological and content transformation of the national education system.