Keywords
martial law
components of environmental competence
pupil of a general secondary education
How to Cite
Abstract
The article highlights the priorities for developing environmental competence of the pupils’ personalities in general secondary education under conditions of unpredictable influences.
The significance of environmental education is substantiated as a means of social influence and a strategy for adaptation to the consequences of both military and environmental crises. The environmental consequences of the armed aggression of the russian federation against Ukraine are described. The potential of environmental education in primary school is revealed in terms of fostering pupils’ value-based attitudes toward the environment, motivating environmentally responsible behavior, and developing systems thinking.
The article analyzes the regulatory framework for the formation of environmental competence in accordance with the State Standard for Primary Education, as well as the content of educational areas from the perspective of interdisciplinary integration of the environmental component.
An empirical study conducted among 486 pupils in grades 1-5 across four educational institutions in the Kyiv region enabled an assessment of the levels of emotional-value, cognitive, and activity-practical components of environmental competence. The findings revealed an insufficient level of implementation of the activity-practical component, which underscores the need to update methodological approaches to environmental education.
The effectiveness of the activity-based approach is substantiated as a key methodology for developing environmental competence in primary school pupils. Its relevance is confirmed in the context of national and international (PISA, TIMSS) educational quality monitoring studies, as well as through student engagement in research, project-based, and practical environmental protection activities.
The article outlines directions for further research: development of didactic models for activity-based learning, tools for monitoring the formation of environmental competence.
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