A number of environmental emergencies, such as global climate change, high levels of pollution, etc., have caused environmental concern, which has taken on a new dimension during the quarantine restrictions caused by the COVID-19 pandemic and contributed to negative psychological states and mental disorders. Therefore, the issues of anxiety and environmental anxiety are extremely important and the mental health of both the individual and society as a whole. The article presents the results of an empirical study of the level of reactive and situational eco-anxiety in students on the example of medical students of Vinnytsia National Medical University named after MI Pirogov in terms of distance learning caused by quarantine restrictions of the pandemic COVID-19. In the course of the research such methods as analysis, systematization, synthesis, generalization, concretization, comparison and psychodiagnostic methods were used, using the spielberg anxiety assessment questionnaire (State-Trait Anxiety Inventory-STAI) in the modification of J. Khanin, (the level of reactive state determination). and situational anxiety) and the author's questionnaire, which contains 11 random questions about satisfaction with distance learning.
The empirical evidence suggests that a reactive and situational anxiety is among the environmental destructive factors influencing human mental health. Dominant in the structure of pathological changes characteristic of changes in mental health are mental disorders of pre-nosological content, based on a number of intermediate destructions between a norm and a pathology in the interaction with the eco-environment, causing various manifestations of socio-mental maladaptation in distance learning. It was found that environmental friendliness in the educational environment reflects the needs of the individual in the acquisition of knowledge about nature and in its fruitful coexistence with it, increasing the level of knowledge of students about the problems of protection and use of its benefits. Environmental education should contribute not only to the development of subjectivity, but also to the formation of a humanistic worldview in order to adapt students to modern conditions.
One of such priorities is the worldview in interaction with nature: in the formation of values and life guidelines; in creating means of humanization of the information society regarding the harmonious coexistence of a man and nature; in understanding environmental education on the principle of ecovitalism and the value of human self-attitude to their own interactions with nature, in particular in a situation of environmental crisis or pandemic.
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