Proceedings of the International scientific and practical conference ―Science at the Frontier of Civilizations: Challenges and Perspectives‖ (December 27-29, 2025) / Publisher website: www.naukainfo.com. – Helsinki, Finland, 2026. – 252 p.

221 The conceptual structure developed here clarifies: how coherence emerges; why it serves as a primary mechanism of self-regulation and learning; how the dynamic interplay between internal state and environment produces new forms of experience; how the five platforms (Self; Relational; World; Creator; Conduit) reflect the multidimensionality of human functioning; why a person in a conduit-state becomes capable of reshaping meaning, interaction, and behaviour. The originality of the model lies in its integration of: phenomenology of states, embodied and ecological approaches, contemporary cognitive science, an expanded, multidimensional view of consciousness. The model is not limited to education — it is universal, describing human functioning across contexts. However, its practical piloting in an educational setting demonstrates strong transformative effects: children regain attention more easily, empathy deepens, teachers become stabilizing anchors for the environment, and the broader community acquires new tools for collective coherence. Thus, the Coherent State Model provides a foundation for future theoretical and applied research in human development, pedagogy, psychotherapy, social sciences, and interdisciplinary fields. REFERENCES: 1. Varela, F. J., Thompson, E., & Rosch, E. (1991/2017). The embodied mind: Cognitive science and human experience. MIT Press. 2. Thompson, E. (2007). Mind in life: Biology, phenomenology, and the sciences of mind. Harvard University Press. 3. Shapiro, L. (2011). Embodied cognition. Routledge. 4. Cree, J., & Robb, M. (2021). The essential guide to forest school and nature pedagogy. Sage. 5. Sobel, D. (2008). Childhood and nature: Design principles for educators. Maas Center for Nature Education.