Interaction Resources with the Natural Environment in the Development of Schoolchildren’s Subjectivity: A Domestic Eco-Psychological Approach

Aim. To conduct an analytical review of contemporary Russian psychological and pedagogical practices aimed at developing the agency of middle school students through purposeful interaction with the natural environment.

Methodology. The study relies on an analytical review and systematization method. The theoretical and methodological framework was based on publications posted on the Google Scholar platform from 2020 to 2025. Key words and phrases used to search for full-text publications were: “environmental psychology”, “natural educational environment”, “schoolchildren's agency.”

Results. The study confirms the practical relevance of designing educational environments that transform the student’s role from passive participant to active subject, capable of goal setting, reflection, and responsible action within the “human – nature – society” system.

Research implications. This work makes a theoretical contribution to the development of Russian ecopsychology and educational psychology by summarizing modern methodological approaches and operationalizing the constructs of subjectivity and agency in the context of interaction with the natural environment as a key developmental resource, an alternative to the limiting effects of digitalization.

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