A Biocracy-Based Sustainable Model for Special Education and the Digital Participation of Non-Earning Women

Abstract

This conceptual article develops a Biocracy-based sustainable model linking ecological governance, special education, and the digital participation of non-earning women. Biocracy, formulated as Government of the living, by the living, for the living, enlarges political concern from an exclusively human constituency to the wider community of life. The model retains constitutional democracy while adding differentiated rights for flora and fauna, mediated ecological representation, scientifically revisable limits, regenerative production, bio-sensitive education, local stewardship, and corrective feedback. The article translates these principles into an inclusive educational setting in which learners with disabilities receive accessible ecological knowledge and meaningful opportunities to influence school decisions. It further identifies a limited but important role for non-earning women, including mothers, caregivers, and community members, whose participation may be supported through accessible and safe digital channels. Social media can circulate information, gather local observations, support peer networks, and connect household experience with school governance; however, access, affordability, literacy, privacy, online abuse, and unequal domestic power remain constraints. The proposed framework does not report empirical outcomes. It offers a rights-based and testable institutional design in which schools function as sites of ecological learning, representation, monitoring, and community feedback. Its central claim is that sustainability education becomes more consequential when awareness is connected to accessible participation and when ecological information can trigger accountable institutional response.