Ecology and resource efficiency: reflections of MGSU students

. The article examines the definitions of the concept "ecology" and its use in modern scientific thought and practical experience. The article examines the definitions of the concept "ecology" and its use in modern scientific thought and practical experience. The aim of the study is to investigate what meaning is put in this notion by the first-year students of MSCU who have not studied special environmental disciplines related to construction and architecture. During the study one control and two experimental groups were formed. The students were asked to answer questions about what the concepts of "ecology", "ecological", "ecological" mean. The control group answered without leading questions. The first experimental group was given prompts, while the second group was given a series of explanations to choose from. The results of the study show that the vast majority of students assigned the same meaning to all three concepts: state and safety of the environment and rational use of resources. Not a single student went beyond an understanding of the term "ecology" in connection with the environment, although the concepts "ecology" and "ecological systems" went beyond their original meaning and were used in many fields of science and practice. Conclusions. MSCU students have a high level of knowledge in the field of ecology in its biological sense. At the same time, there is a lack of awareness about the range of usage of the concept "ecology" and "ecological systems" in the modern world, which is explained by the rather narrow approach to environmental education at school.


Introduction
It seems like today there is no other term that would spread so quickly, penetrating into areas not related to the original meaning of this concept. Sometimes the semantic content of a term is so distant that it is difficult to find a connection with the original meaning. Initially, ecology represented the science about home or the science of housing (Greek oikos -house, home, logos -science, theory, word). In the modern interpretation, the science of "home" is the science of home as the environment, the relationship between animate and inanimate nature, the biological population and relationships within the biocenosis. Moreover, the term has penetrated into other branches of knowledge and is used in different senses, whether it is a political movement, digitalization, spiritual revival, or education. In other words, having left the field of biological science, ecology has expanded its field of application and has come to represent also the ideology of the modern developed post-industrial society, the theoretical basis for the behavior of modern people in the world around them in relation to nature, to the living world, social phenomena and to human actions [1]. Ecology as a science is connected with many other sciences: geology and geography, meteorology, chemistry, physics, genetics. It is a holistic and at the same time interdisciplinary science [2,3].
Many authors expand the interdisciplinarity of the scientific field, considering ecology as a branch of science that studies the interaction of living organisms with each other and their environment. Ecology studies the subject of its science at several levels, directions, relationships: starting with proteins and nucleic acids (in biochemistry and molecular biology), cells (in cell biology), organisms (in botany) and at the level of populations, communities and other ecosystems. Accordingly, there appear sub-sectors of ecology: behavioral ecology (behavior of animals and living beings), population ecology, synecology, landscape ecology, global ecology, etc. The science can also be divided into areas according to an object of study: animal ecology, plant ecology, insect ecology. Or areas according to geographical and climatic features can be distinguished: desert ecology, tundra ecology, Arctic ecology [4,5].
In the middle and in the second half of the 20th century, ecological thought has been developing especially rapidly. This was due to the aggravation of environmental problems, environmental crises in some areas of the planet and the threat of depletion of natural resources. Ecology goes beyond biology and invades other areas. There are ecological engineering, industrial ecology, urban and architectural ecology, ecological economics. Within the framework of ecological anthropology [6,7] and human ecology [8,9], new interdisciplinary areas of ecology are being formed: social ecology [10], political ecology [11], cultural ecology and others [12,13].
Moreover, the concept of "ecosystem" is actively used in relation to different industries and activities. A. Balasubramanian, professor, University of Mysore (India) noted that since 1935, when A. Tansley, a British ecologist, has invented the term "ecosystem", ecology has become the science of ecosystems -the totality of organisms living together and the conditions for their existence, located in regular interconnection with each other, competing, collaborating, co-evolving and forming a system [14]. Over time, the concept of an ecosystem began to be considered quite broadly: a social ecosystem, a cultural ecosystem, a political ecosystem, a digital ecosystem, and a number of others. For example, a business ecosystem is seen not as a random collection of elements, but as a structured community that creates new value through collaboration and competition.
Today, completely new directions in the development of ecological thought are of interest to us: digital ecological systems, information ecosystems, digital ecology, and information ecology.
The terms digital ecology and information ecology are spreading quite rapidly today, similar to the rapid spread of digitalization in general. Digital ecological systems are seen as analogous to natural ecosystems. A researcher Robert J. Whelan from the University of Wollongong in Dubai writes that this similarity is based on the fact that the ecosystem does not have clear boundaries, they are mobile. "The point of relevance to digital ecosystems is that the permeability of a natural ecosystem to the export and/or import of energy and materials will depend on the nature of the 'architecture' of the components of the system, and characteristics of individual species within in the biological component". The natural ecosystem is a self-organizing system. "….the internal organization of an open system increases in complexity without being guided or managed by an outside source." The same can be observed in the digital system: "parts of a digital ecosystem might affect the whole system" [15,16].
Among the many definitions of the term "ecology" and scientific areas, we are more interested in its original meanings, as well as the understanding of this semantic meaning by students -in the aspect "Ecology is a science that studies: 1. the interaction of the organisms of our "house", which is called the "environment" (ecology -the science of the house, housing); 2. the relationship between human and the environment (human ecology, social ecology); 3. rational use of natural resources and resource-saving behavior (behavioral ecology). Most of the research interesting to us are published in these contexts that [17,18,19].

Research Tasks, Methods and Materials
The task of the study is: to study the level and specifics of the ecological consciousness of MGSU students, the degree of understanding of both the initial meaning of the word "ecology" and the expanded meanings in connection with their future specialty as a builder, urban planner, architect. The study was conducted on March 30, 31 2022, by a survey method with elements of an experiment. The students of the 1st year in the areas of study "Architecture", "Construction" (bachelor's degree and specialist), "Information systems and technologies in construction", "Management in construction" were surveyed. The choice of the first year students is due to the fact that students have not yet been taught disciplines containing knowledge of ecology. Therefore, we have the opportunity to look into the foundations of previously acquired knowledge, which will serve as the basis for further education at the university. For the experiment, 3 groups were created (one control group and two experimental ones): in the control group, the survey was conducted in writing as a questionnaire / five-minute. Students had to reveal the concepts / semantic units "ecology", "eco-friendly", "ecological", based on their own knowledge and ideas. The experimenter was not answering clarifying questions, leaving the students free to express their own thoughts. In the second experimental group, freedom of presentation was also given, but there was some interference, i.e. instructions were given to reflect related areas of application of ecological terms. In the third experimental group, a survey was conducted, the questionnaire included 4 questions with answer options, i.e. freedom was only in the choice among the proposed answers.
When analyzing the data obtained during the survey, the method of content analysis was used. A quantitative analysis of the semantic units was carried out, followed by a qualitative interpretation.

3
Research results

Description of the results of the study in the control group
At the first stage, 83 students completed the survey. The survey was conducted at a practical lesson in the discipline "Social Interaction in the Industry". The conditions of the experiment were met, the students have written answers in the form of a regular test without help and prompts from the teacher. The results of the survey are summarized in the table according to the content and number of references of the semantic unit (Table 1).
Tab. 1. Interpretation of semantic units "ecology", "ecological", "eco-friendly" (the control group) -what is related to the concept of "ecology", to science, related to it 26 -the actions that are related to the environment, the least harmful, safe for nature / environmental protection measures 10 -technologies, ways to prevent environmental pollution (for example, the method of recycling waste, means of creating safe materials) 11

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-objects, materials that do not pollute nature 9 -place of performance, such as a pollution control center 4 3 The term "eco-friendly" means: -technologies, production that does not have a detrimental effect on nature and is harmless to humans 22 -objects, products, things that do not have a harmful effect 28 -everything that does not harm the environment and humans 12 -a synonym for the word "natural", "healthy" 6 -district, city, settlement -safe, clean 5 From the above table it can be seen that students are well acquainted with the concept of "ecology". Most of the students answered that it was science. 23 people defined ecology as the science of the interaction of living organisms, and 11 more people drew attention to the fact that this is the science of the interaction of a person, as a living organism, with the environment. 5 people perceive ecology as a whole environment, and 13 people emphasized that this is a favorable state of the environment that does not have a harmful effect on humans.
The word "eco-friendly" is unequivocally perceived by students as harmless, healthy: 22 people refer it to technologies, production, activities, and 28 people paid attention to environmentally friendly objects, products, things. 12 people combined the previous two meanings "everything that does not harm the environment and humans." 4 people associated this concept with a specific territory -a city, a settlement, a district (a clean, safe city, a district). The last association of students is very interesting, as it expands this concept and connects it with their future profession.
The concept of "ecological" caused the greatest difficulties. Most of the respondents could not decide on the content of the concept and wrote that this concept includes everything that is related to ecology. There were answers with the designation that this is an adjective derived from the word ecology. For example, students noted that the word "refers to a set of concepts related to the environment." Several students identified the word "ecological" with a combination of "catastrophe", "crisis", "approach", "problem", and «method".
There are unexpected answers that reduce the concept of "ecological" to only one subject, for example, "this is a device that runs on natural fuel", There was also such an answer: "ecology is a way for a company and brands to earn more from an old and harmful product", and "ecological" -a mark on the product, thanks to which this method works." The student showed how this method works on examples of headphones and charging for electronic devices.
Unfortunately, only 2 people went beyond the biological and physical explanation of the term. One student defined ecology as the interaction of living and non-living organisms, which can lead to such concepts as digital ecology, information ecology. Another student pointed out that "the word "ecological" refers not only to nature, but also to social relations. It includes in general comfort, safety, respect, for example, "the ecology of relationships."

Description of the results of the survey on the first experimental group
The survey involved 60 people. The students were asked the same questions, but were given hints of the areas in which the concept "ecology", "ecological", "eco-friendly" can be used ( Table 2). The term «ecological» means: -naturally clean, clean harmless production 2 -not harmful to nature 3 -related to ecology 1 3 The term "eco-friendly" means: -that does not harm nature (person, object, technology), does not deplete resources 28 -safe, natural product, thing, material, non-toxic, non-polluting transport 7 -things, objects, processed by nature, keeping the balance in nature 2 -territory, district (with landscaping) 1 If we calculate the frequency of the mentioned semantic units in the answers, we get the following picture: • 71 times the word "nature" occurs; • 50 times the word "environment" occurs; • 41 times the word "human" occurs; • 34 times the word "science" occurs; • 34 times the word "harm" occurs: harm to the environment, harm to nature, harmful influence, harmful production, harmful, to do harm; • 24 times the word "interaction" occurs: interaction with human, interaction with the environment, interaction of living organisms; • 15 times the word "influence" occurs (harmful influence, influence on nature).
The first experimental group also found it difficult to disclose the concept of "ecological". Many simply did not answer this question. The respondents often did not see the difference between the concepts of "ecological" and "eco-friendly".
No one has gone beyond the explanation of ecology as a biological science. Everyone associated this concept only with the interaction of living organisms, the interaction of a human and the environment, the state and protection of nature.
Only one of the students connected ecology with the state task: "Environmental friendliness is the planned policy of the state to reduce hazardous industries, dispose of existing waste and green urbanization of the country. Such a policy is possible only in a planned form. Business will not deal with ecology, as it is not profitable." One student perceives the concept of "ecology" in a peculiar way, not as a science, but as a negative practice: "in our time, this is a marketing ploy that reduces costs and increases sales. This can be proven on the example of the iPhone: they do not put chargers with the latest models, which reduces production costs, and in advertising this is emphasized as an advantage". Perhaps such a student's response is related to his personal negative experience or distrust (which also has a basis).

Description of the results of the survey in the third experimental group
At the third stage, 160 students were interviewed. They were asked the questions "What is ecology?" and "What does the term "ecological" mean?", however, multiple choice options were presented (Fig. 1).   Fig. 1. Chosen answers to the question "What does the word "ecology" mean?" Under ecology, the vast majority of the students surveyed understand the science of nature (63.5%), the science of the preservation of life on earth (59.7) and a clean planet (56%).
The science of nature, the preservation of life and the cleanliness of the planet is considered by 24 students surveyed, 25 students added the science of biocenosis (the interaction of living organisms) to these three selected answers, 2 students added the science of home. Three answers out of eight proposed in different combinations, except for the combination "science of nature + science of life preservation + cleanliness of the planet" were chosen: 1 Three of the surveyed students have chosen 5 of the suggested answers, one student has chosen 7 answers except science of home, and two students have chosen all of the suggested answers.
Most of the students have chosen more than one answer out of the proposed eight (108 people) The next question concerned the disclosure of the concept of "ecological" (Fig. 2.)   Fig. 2. Selected answers to the question: "What does the concept "ecological" mean?" 10 answers were offered to the question about the definition of "ecological". The answer "Clean planet" significantly prevails among other answers, this answer was also found in every third definition of the concept of "ecology". Also, this answer, along with the answer "production in compliance with certain safety parameters", is most often found in single answers. Quite a high percentage of the answers "safe building materials" (44.4%), "production in compliance with certain safety parameters" (45%) and "green architecture" (38.1%) can be explained by the specifics of preparing for civil engineering university and training at MGSU for 6 months. In the first year, students do not take environmental disciplines yet, however, "Ecological Construction" is one of the eight sections studied within the "Foreign Language" discipline.
An analysis of students' answers also shows that they attach great importance to what they would prefer to use on a daily basis. For example, 56.9% of respondents associate the word ecological with clean food. However, only 13.8% of students can imagine a world without vehicles (which is really impossible). The world without diseases is rather a utopia, the possibility of which only 10.6% admit. However, the desire for safe medicine is much higher, this answer was chosen by 17.5% of the respondents.

1.
The study (survey with elements of the experiment) showed that first-year students of Moscow State University of Civil Engineering are well acquainted with the concepts of "ecology", "ecological" and "eco-friendly" and associate these terms with the interaction of living organisms in the biocenosis, the interaction of human with the environment or associate them in general with environmental science.

2.
The original meaning of ecology as a science about home was noted by only a few students. Probably, yesterday's schoolchildren were not acquainted with the etymology of this word, as well as with the transformation of the ancient Greek concept (oikos -house) into a house -the planet, a house -the environment, which is common to all living organisms and plants.
3. When comparing the two concepts "ecological" and "eco-friendly", some students found it difficult to identify them and show the difference between them. Many did not answer the question of what the concept of "ecological" means. Often there was an identity of these terms in the answers, although the term "eco-friendly" seems to them more specific. Students associate the term with an activity, technology or product (sometimes with a person) that does not harm nature. This difficulty of students is understandable, since often in the literature these two concepts are indeed used as synonyms.

4.
Quite a significant number of students surveyed associate the concept of "ecological" with "ecological building materials", "production in compliance with certain safety parameters" and "green architecture". This understanding is very important for studying in a construction university.

5.
The surveyed MGSU students are not familiar with the fact that the concepts of "ecology", "ecosystems" have gone beyond their original subject area, expanded the field of use, opened up new scientific directions in the interdisciplinary field of research. The task of teachers of environmental disciplines and social and humanitarian disciplines is to acquaint students with new definitions and areas of scientific research. This will create a holistic perception of the world and the processes taking place in it.
Environmental science is now extremely important in the meaning of "environmental protection". Pollution, global warming, climate change, ever-increasing energy consumption, the ecological footprint -all this suggests that the understanding of environmental issues will determine the environmental consciousness and environmental behavior of future builders, urban planners and architects.
From an economic point of view, environmental protection opens up new prospects for research and employment of graduates in the scientific sector in the areas of: green energy, sustainable city, ecological architecture, biological building materials, new technologies for waste disposal and recycling. Skilled civil engineers, urban planners and architects will be in high demand in the coming decades, being direct participants in the transition to sustainable building materials, safe manufacturing and a green economy.