American Journal Of Social Sciences And Humanity Research
40
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue05 2025
PAGE NO.
40-44
10.37547/ajsshr/Volume05Issue05-10
How Students Develop an Ecological Culture and
Respect for Natural Resources
Ishankulova Kamila Kurbanovna
Senior lecturer at the Department of Ecology and Geography of GULGU, Uzbekistan
Received:
09 March 2025;
Accepted:
05 April 2025;
Published:
08 May 2025
Abstract:
This article highlights how students' ecological culture and respect for natural resources are formed.
Along with scientific research conducted by scientists from foreign countries to develop environmental culture
among students, an analysis of scientific research by scientists from European countries is presented.
Keywords:
Environmental education, humanistic orientation of personality, objective and subjective.
Introduction:
The relationship between man and the
natural world is reflected in one form or another in
almost any literary work. At the same time, in the
process of artistic and aesthetic analysis of a literary
work, unreasonably little attention is paid to the
environmental side of student development.
Man and nature are inseparable and inextricably
linked. Because nature is a necessary living
environment and the only source of material resources
for every person and society as a whole. Nature and
natural resources are the basis on which human society
arises and develops, the first source of satisfaction of
people's material and spiritual needs. Nature and
society, interconnected with each other, form a single
whole. Consequently, human society itself, which is
also in some sense a part of nature, plays an important
role in metabolism with the surrounding environment.
Man is both a biological and a social phenomenon.
Nature affects humans along with other living
organisms. However, human influence on nature, on
the other hand, is a conscious influence and acquires a
social content.
R.S. Kamakhina, L.U. Mavlyutova, N.R. Galimova's
works on biology suggest considering all natural
resources in the environment as a form of peace and
protecting them, using them in wastewater [1].
I.N. Simonov and O.V. Varnikov proved that ecological
culture as the main phenomenon of modern higher
education should be taught to students, that the use of
zonal methods and interactive methods in the
development of students' ecological culture during the
lesson is the basis for achieving high efficiency [2].
S.I. Bakhromovich's research is aimed at studying the
influence of objective and subjective factors on the
development of intellectual culture of youth [3; 55-59-
B, 4; 61-66-b].
I.B. Siddikov's research works focus on the socio-
philosophical aspects of the formation of the
intellectual culture of youth, which provide examples,
recommendations on methods of forming the social
culture of youth, analysis of scientific research on the
formation of intellectual culture [5; 7-8-b].
N.I.Anufrieva,
E.V.Aralova,
O.G.Kolomits,
E.V.Myagkova and L.V.Volkov carried out research
work on environmental education: education of
humanistic orientation of personality [6; 5529-5535-b].
Several scientific research projects have also been
conducted in the CIS countries on ecological culture
and its introduction into the consciousness of students,
environmental conservation, and prevention of
possible dangers in the future. We will look at the
analysis of the research work performed by these
scientists and use it to structure the tasks necessary for
our own scientific research.
Following the arguments of other authors regarding
environmental literacy (Lucas 1979), he explained that
the context for the development of environmental
culture should be society and the environment itself, as
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
well as the relationship between them.
A.M. Lucas also explained the impact of environmental
and environmental education on conceptual issues and
curriculum in his research [7].
M. Blair He proved in his research that environmental
education of the population should be an effective
development, a model of environmental programs [8;
45-53-b].
D.T. Blumstein and S. Silan gave several examples of
failures of environmental education and how we can fix
it in our scientific research. Currently, environmental
pollution and man's attitude to the environment are
being studied day by day, and his own scientific
research has provided several recommendations on
how to protect the environment, avoid waste, and not
dispose of waste wastewater harmful to the
environment as waste. [9]
M. Brody and M. Storksdiks conducted research related
to the assessment and analysis of environmental
education programs, materials and technologies, as
well as student assessment and the learning process
[10; 283-288-B].
S. Cook and J.L. In the article “Approaches to
stimulating environmental behavior”, published by
berrenbergs, measures related to nature protection
were developed, including measures to develop
environmental culture in this area, as well as
developing
lessons
on
the
development
of
environmental culture of students [11; 73-107-b].
J.F. Diesinger and K.E. Rot cite an analysis of
environmental education research news in their
scientific research [12; 165-168-B].
L. Head, D. Trigger, J. Malcock's scientific research
focused on studying the impact of his concepts in
environmental research and management on the
development of culture [13; 251-264-b]
K.S. Hollweg, J.R. Taylor, R.V. Bybi, T.J. Martchinkovsky,
V.C. Macbeth, and P. Zoido's research work focuses on
the development of an environmental literacy
assessment system [14].
H.R. Hungerford and T. Wolves have developed several
measures to change student behavior through
environmental education [15; 8-22-b].
A.B. Igbokwe, in his research study Environmental
Literacy Assessment: Environmental Education in
Ontario schools, aims to explore the possibilities of
program evaluation [16; 648-656-b].
D. Krnel and S. Naglici focused their research on
comparing
environmental
literacy
between
environmental schools and regular schools in Slovenia.
They believe that students educated in environmental
schools have demonstrated that their interest and
attitude towards the environment is higher than that of
ordinary students interested in the environment [17; 5-
24-b].
H. Koolemeyer, H. Van den Berg and N. Lagerweijs
focuses on the study of environmental knowledge,
attitudes and behavior in the secondary education
system of the Netherlands [18; 4-14-b].
V. Macbeth and T. L. Volks's National Environmental
Literacy Projects: an analysis of the implementation of
basic research by high school students in the United
States.
Based
on
the
analysis
obtained,
recommendations, conclusions, and programs for the
development of environmental measures for the
nationalization of environmental research conducted
by schoolchildren in the United States and the
introduction of new research using them were
prepared [19; 55-67-B].
S. Peer, D. Goldman, B. Javets environmental literacy in
teacher training: a study of attitudes, knowledge, and
environmental student behavior [20; 45-59-b].
E.A. In Shishkina's scientific research, sociocultural
practices are established as a factor in the formation of
ecological culture [21; 79-84-b].
D. Simmons' scientific research lays the foundation for
national standards of environmental education. It is
devoted to the development of standards of
environmental education [22; 10-58-b].
H. Spinola highlighted forty years of environmental
education programs in Portuguese democracy and
ways to implement them in his scientific research [23;
48-56-B]. Methods of improving environmental literacy
of 9th grade students from the island of Madeira
(Portugal) are also highlighted [24; 28-36-b].
P. Stern described the ways of a consistent theory of
environmentally significant behavior in his research
work [25; 407-424-b].
N.M. Stukalenko highlighted in his scientific articles
that the development of ecological culture can be used
as a factor stimulating society to sustainable
development [26; 929-931-B].
D. Ozzell, A. Rutland, D. Huistans focused his scientific
research on the study of values in environmental
education [27; 171-182-b].
M.D.
Avendano
and
Febres
Cordero-Briceño
recommended using the foundations of world history
in
conducting
environmental
education
and
educational work for sustainable development [28].
T. Biri explained what we can learn from environmental
education and outdoor activities during COVID-19 [29;
1-13-B].
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
J.A. Shrimp and P.A. Meira Karteas describe how civic
and pedagogical needs must be met in order to respond
to borderline environmental education or the
destruction of civilization [30; 21-34-B].
E.M. Kryukova, V.S. Khetagurova, V.A. Ilyin, V.V.
Chizhikova, A.V. In his scientific research, Kosoplechev
developed methods for the formation of students'
ecological culture aimed at using modern educational
approaches and technologies in the formation of
students' ecological culture [31; 113-118-b].
W. Machimapero has been commissioned to develop
innovative, locally focused learning material as part of
environmental education for the Khlong Roy Sai
communities in Bandon Bay. In a scientific study
conducted by the scientist, methods of developing the
ecological culture of the Bandon Bay peoples were
highlighted [32].
C. D. Mendoza, K. P. Important methods of
environmental education were highlighted by Sanchez
in his scientific research through the introduction of a
model of environmental education [33; 56-171-b].
O. Pavelko, A. Zaluzhny, N. Trofimchuk, V. Prokopchuk
conducted research work on the formation of an
ecological culture of personality and changing
consumer needs in the context of innovative
development of the national economy [34].
M. A. de las H. Perez, B.V. Bernal, R.J. Palacios, R. J.
Perez's scientific articles and research highlight the
methods of environmental education of citizenship
within the framework of the program “Donana,
biodiversity and culture” [35; 1
-16-b].
Prosser-Bravo G., N. Bonilla, M. Perez-Lienke, K. M.
Prosser-Gonzalez and R. M. The importance of the
context of the implementation of environmental
education programs is highlighted by Rojas andradelar
[36; 73-96-B].
M. S. Rojas Rivas and M. S. Jas Rivas conducted research
in the field of ecological culture and environmental
protection conducted at the university research center
aimed at the development of ecology and human
potential [37; 220-242-b].
S.D. Rudishin, I.A. Stakhova, N.H. Sharata, T.V.
Berezovskaya, etc. In his scientific research,
Kravchenko highlighted the impact of using the applied
research method on environmental education [38; 319-
340-B].
Sedawi, O. Ben Zvi Assaraf, M.J. Reiss the connection of
indigenous children with nature: an explanation of
culture, gender and the potential impact of polluted
environment [39; 955-989-b].
Decree of the President of the Republic of Uzbekistan
dated April 21, 2017 No. PF-
5024 ”on improving the
public administration system in the field of ecology and
environmental protection Decree of the President of
the Republic of Uzbekistan dated October 30, 2019 No.
PF-
5863 ”O
n approval of the Concept of environmental
protection of the Republic of Uzbekistan for the period
up to 2030“ also contain a number of provisions. tasks
have been set.
Currently, that is, during the period of scientific and
technological progress, the impact on nature and its
riches is increasing. The scale of maximum land use,
development of new lands, exploration and
exploitation of mineral resources, and the use of water,
soil, plant, and animal resources is expanding. He is
able to target his progress in advance for the long term
and use natural resources to achieve his goal.
CONCLUSION
In conclusion, it can be said that the use of problematic
educational technologies in the development of the
ecological culture of young students is an effective
method. These technologies encourage students to
think independently, solve problems, and protect the
environment. When problem-based learning is
conducted in accordance with theoretical and
methodological foundations, it can play an important
role in the development of students' ecological culture.
In the future, it is important to conduct research in this
area and further improve problematic educational
technologies.
The formation of students' respect for natural
resources is a complex and multi-stage process. This
process should be scientifically grounded and
methodically properly organized. Only then will we be
able to raise a generation capable of protecting the
environment and making rational use of natural
resources in the future. In the future, it is important to
conduct research in this area and improve teaching
methods.
The systematic development of students' ecological
culture based on problem-based learning technology is
a complex process that takes into account pedagogical
and psychological aspects. For this process to be
successful, the purpose of learning must be clearly
defined, the content of learning must meet the needs
of students, teaching methods must be interactive, and
the teacher must be ready to help students. In the
future, it is important to conduct research in this area
and improve teaching methods.
Currently, it is relevant to study the development of
environmental culture among students based on
educational technologies. Although some work is
underway in Uzbekistan in this area, further
improvement of activities in this area is possible
through the study and application of foreign
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experience.
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