CONCEPTUAL BASIS OF FORMATION OF SENIOR STUDENTS’ ENVIRONMENTAL COMPETENCE IN TERMS OF OVERCOMING ENVIRONMENTAL CONSEQUENCES OF THE WAR

Abstract

The purpose of the article is to carry out a structural and systemic analysis of conceptual foundationsof formation senior students’ environmental competence in the context of overcoming environmental consequences of the war. To achieve this goal, the following methods were applied: theoretical: theoreticalanalysis and generalization of literary sources; comparison, classification, generalization; deductive, inductive;systemic, formalization; idealization and pedagogical modeling; empirical: pedagogical observation,generalization of pedagogical experience.Results. The study is based on conceptual provisions, the essence of which is to understand environmentaleducation as a relatively new field of pedagogical theory and practice, the purpose of which is to ensureimplementation of fundamental general didactic provisions: consistency and systematic, continuityand continuity, humanization and scientism, which strengthens integral function of subjects in educationalinstitutions. Necessity of taking into account for the effective formation of senior students’ environmentalcompetence several key concepts: integration of environmental knowledge into curricula, developmentof critical thinking and active citizenship, education of environmental culture and responsibility. Correspondingmethodological approaches have been developed and implemented for the effective implementation of theseconceptual foundations: active teaching methods: interactive lectures, seminars, master classes, role-playinggames; use of digital technologies: creation and use of electronic educational resources, virtual laboratories,ecologists; cooperation with public organizations: involvement of high school students in environmentalinitiatives and projects implemented by informal public organizations.Conclusions. Ways of forming senior students’ environmental competence in the context of overcomingenvironmental consequences of the war have been determined: development of an indicative contentof continuous environmental education for all age categories of youth; creation of an appropriate educationaland material base in educational institutions, formation of motives for a responsible attitude to nature,increasing the requirements for senior students’ environmental competence, improving forms and methodsof environmental education, active development of non-formal environmental education, introducing principlesof balanced development into education and upbringing, applying the results of environmental research inlocal self-government, raising a high level of environmental culture among senior students.