Social ecological model as prototype of inspiring rural community

Abstract

The dynamics of social and ecological factors influence problem-solving, but the solutions of social processes have not yet been attempted to be explained using various environmental and social aspects. In this article, we propose a conceptual framework based on the four components of the socio-ecological model for building trust between social groups and developing cooperation and social partnerships. We analyze statistics of NEET rural youth in Europe as the leading group, representing the main trends. During the COVID-19 pandemic and the war in Ukraine, these young people have become even more vulnerable, experiencing social exclusion and mental health problems. The work aims to analyze the creation of a Social-ecological model in rural areas involving and motivating NEET youth. Statistical analysis and case studies of success and empowerment techniques are applied. The main focus is on the search for solutions that promote the internalization of values, transformative educational priorities, and universal prototypes. We note that the NVO leaders are increasingly more flexible in integrating innovative, transformative educational methods in schools and other social and educational institutions and working together with NEET youth to create a social-ecological model. Therefore, we aim to refine and substantiate transformative education competencies to help teacher educators and in-service providers review and supplement existing practices based on developing a social-ecological model. The analyzed three interrelated and complementary competence groups, related to social-ecological community model, which have already been presented in international studies and conferences: (1) transformational education, (2) social-emotional, (3) civic education, (4) connections of entrepreneurial competence with operational goals and Sustainable development.