FORMATION OF ENVIRONMENTAL COMPETENCE IN SECONDARY EDUCATION INSTITUTIONS IN THE CONTEXT OF INTEGRATION INTO THE EUROPEAN EDUCATIONAL ENVIRONMENT

Abstract

The article considers the problem of the formation of environmental competence in students and the role of secondary education institutions in this process. The article considers the problem of the formation of environmental competence in students and the role of secondary education institutions in this process. The analysis of the State Standards of primary and basic secondary education showed that the formation of environmental competence should be based on the formation of an understanding of the need for rational use of nature, compliance with the rules of environmental protection behavior, compliance with measures to the conservation of nature in order to ensure the sustainable development of modern society. It was established that the overall result of environmental education and upbringing is the formation of environmental competence in students, i.e. sustainable knowledge, skills and practical skills in the field of human interaction with the environment, a wide range of concepts of “rational nature use”, as well as the formation of sustainable conscious behavior of ecological thrift, ability to make decisions in everyday life aimed at reducing environmental pressure on natural resources. It has been found that the formation of environmental competence in secondary education institutions in the context of integration into the European educational environment is a multifaceted and multi-stage process. The first link in the formation of an ecocentric worldview is formal and informal school education with the involvement of public organizations, ecologically oriented producers, institutions of higher education, institutions of the nature reserve fund for the exchange of experience, practical experience, information resources etc. In this way, three important systems will be taken into account: basic secondary education, knowledge of the applied socio-ecological direction, specialized ecological and economic knowledge, which will ensure the fulfillment of the tasks of the national European integration policy. It was revealed that in order to achieve the goal, the heads of secondary education institutions need to modernize the work of several areas. There should be an effective restructuring of the internal system of ensuring the quality of education, providing all participants in the educational process with an adequate material and technical base, monitoring the introduction of new interactive methods of work of teachers, ensuring the education of students with special educational needs, carrying out comprehensive control and evaluation of the results of the implementation of environmental education and upbringing. The result of changes in education should be a change in the way of life, rejection of habitual excessive consumption and the formation of a socialized, ecologically conscious personality.