The current sociopolitical, socioeconomic, and sociocultural situation in Ukraine is complicated because of the continuing aggression of the Russian Federation and because of significant structural changes associated with global transformation processes of a long-term nature. Under these conditions, the society is looking for ways out of the situation to overcome the consequences of destruction, the decline in living standards, the disintegration of the system of values, social inequality that emerged, and deterioration of the quality of social institutions that implement its full-fledged activities. At the same time, the situation of socially disadvantaged groups of the population, among which the person with disabilities (hereinafter - the disabled) occupies a leading place, as the former mechanisms of solving problems do not work, and the new ones have not yet been formed, is worsening. Such people constantly have feelings of unsettlement, helplessness, and impasse, which cause the emergence of aggressive reactions, and sometimes complete indifference. As a result, social tension develops in relationships in society, which becomes a source of threat to social security, especially during the COVID-19 pandemic and military operations, which leads to overloaded health care systems with an increased number of hospitalizations and deaths.

This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.