EIJP ISSN: 2751-000X
VOLUME04 ISSUE11
165
MODERN METHODS OF FORMING ECO-LITERACY AMONG STUDENTS IN THE PROCESS
OF MODERNIZATION OF ECOLOGICAL EDUCATION
Maxsudova Gulnora Muhammadjonovna
Researcher at Fergana State University, Uzbekistan
AB O U T ART I CL E
Key words:
Ecology, biosphere, eco-literacy
formation, environment, national values, healthy
lifestyle, ecological communication, pedagogical
process, professional-pedagogical activity,
integrative, value, value-based approach, national,
historical, technological.
Received:
04.11.2024
Accepted
: 09.11.2024
Published
: 14.11.2024
Abstract:
This article discusses the theoretical-
methodological foundations for forming eco-
literacy in students during the modernization of
ecological education. It examines the pedagogical-
psychological characteristics of modernizing
ecological education, which foster eco-creativity,
eco-responsibility, and competencies in eco-
literacy that influence the relationship between
nature and humans. Additionally, it analyzes
contemporary methods for developing eco-
literacy in students through the modernization of
ecological education.
INTRODUCTION
Legislation on environmental protection is evolving and improving in Central Asian
countries, with ongoing efforts to join international conventions, treaties, and agreements that
guarantee citizens’ rights to a favorable environment, promote sustainable development of the gene
pool, and encourage the rational use of natural resources. Uzbekistan's ecological security strategy
highlights the need for a humanistic and democratic approach, taking into account the traditional
ecological lifestyles of the world's populations, along with their national security interests and
sovereignty.
METHODS
Issues of ecological education, upbringing, and culture, as well as interdisciplinary integration, have been
studied by Thomas E. Lovejoy (2017), Eugene Pleasants Odum (2018), F. Stuart Chaplin (2020), N. M.
Mamedov (1981), S. N. Glazachev (2016), M. A. Zaborina (2022), A. V. Khutorskiy (1998), A. R. Meliboyev
(2017), X. B. Norbotayev (2019), M. Nishonboyeva (2009), N. O. Nishonova (2012), O. T. Abdiyeva (2013),
M. M. Aliqulova (2016), B. Qultorayev (2019), P. O. Berdanova (2017), V. Sattorov (2015), T. T. Saparov
(2019), M. B. Rahimqulov (2013), N. M. Egamberdiyeva (2008), M. Rahmatullayeva (2013), and X.
Rahmatova (2018), among others, focusing on competency-based approaches in educational processes
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-32
Pages:165-168
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
VOLUME04 ISSUE11
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by J. O. Tolipova (2014), G. S. Ergasheva (2019), A. K. Rakhimov (2020), N. Muslimov (2021), and B.
Khodjayev (2023).
RESULTS AND DISCUSSION
The advancement of ecological education and upbringing began earlier in other countries than in
Uzbekistan. In Northern European and American countries, environmental protection strategies have
shifted towards monitoring environmental conditions at all levels. These nations have integrated
environmental protection issues into all sectors of their domestic and foreign policies, with the
international community increasingly emphasizing that human activities align with sustainable
development principles. A noteworthy aspect of this approach is the granting of extensive rights to the
public to freely access and disseminate various types of ecological information.
In line with international standards, ecological education encompasses learning about, through, and for
the environment. These three components provide a holistic solution to the fragmented issues of
ecological education and upbringing. For example, in Western Europe, children engage in environmental
education and upbringing from the age of three through interactions with wild and domestic animals on
special farms, learning to care for them as part of their education.
In the region and countries ranked in the top 20 "eco-friendly" states, educational efforts focus on
forming "environmentally cultured individuals" beginning in preschool institutions. The main goal is to
introduce young children to ecological culture through ecological education and upbringing, establishing
foundational elements of ecological culture. In general, Western European societies make efforts to
create all necessary conditions for children to interact with and care for wild and domestic animals from
an early age.
The table below (Figure 1) presents the content of ecological education and upbringing in "eco-friendly"
states, starting from the lower levels of education.
In Austria, ecological education and upbringing have been incorporated into school curricula by
organizing special school projects ("School Garden," "Environmental History," "Ecology in School,"
"Ecological Workshop," "Creativity for Nature"), holding environmental protection campaigns ("Ozone,"
"Alpine Activities"), developing various ecological didactic materials and special teaching aids, organizing
seminars for eco-teachers, and offering retraining courses for all specialists involved in ecological
education for students. Additionally, journals and newspapers on ecological education issues are
published, and special ecological education programs such as "Environment, School, and Community"
are prepared. A national database on ecological education issues has also been established to coordinate
activities, providing guidance to teachers and specialists for
students’ participation in various
environmental education and extracurricular ecological projects.
Figure 1. Content of Ecological Education and Upbringing in "Eco-Friendly"
States
Country
Content of Ecological Education and Upbringing
Finland
Systematically starts from age 5 and is conducted in specially organized local
"Nature Centers."
Sweden
A national information system has been created in cooperation with the
Environmental Protection Society and the National Agency for Education.
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Denmark
Integrated into all pedagogical professional education systems and mandatory in
training preschool educators.
Austria
Regular seminars are organized for preschool educators, with ongoing retraining
and professional development courses.
Norway
Preschool teachers are required to have specialized ecological training.
Japan
Preparation for individuals with a high ecological culture is reflected in preschool
education programs in the environmental sector.
Ecological Education and Upbringing in Various Countries
Denmark: The issues of ecological education and upbringing are incorporated into all pedagogical
professional education systems in Denmark. Mandatory ecological education is included in teacher
training, manifesting through interdisciplinary independent education and accessibility of relevant
teaching materials. Denmark is also a regular participant in long-term cooperation projects with
Scandinavian countries, such as the Northern Symposium and international and national educational
projects like "Education in the Environmental Field in Scandinavia," "Baltic Sea," "North Sea," "Clean
Rivers," "Acid Rain," and "Green Flag," as well as environmental mapping and study of coastal areas.
Germany: Ecological education in Germany aims to reshape young people's perceptions of the
environment, enhance their knowledge, increase their readiness to protect nature, and instill
environmentally responsible behavior in the next generation. The focus is on exploring the relationships
between humans, society, and the natural environment, with an emphasis on the role of human factors
in ecological issues, including the impact of destructive pollution on ecosystems.
Ireland: In Ireland, ecological education and upbringing address the following: explaining the complexity
of human interactions with the natural environment, encouraging interest in economic, social, political,
and ecological relationships in urban and rural areas, and imparting knowledge, attitudes, values, and
skills for making responsible ecological decisions. Education in Ireland also focuses on fostering practical
knowledge and skills needed for environmental protection and enhancement, creating new ecological
behavior models for individual and group activities, and fostering responsible attitudes towards nature.
Sweden: Sweden established ecological education and upbringing as a priority in 1970 during
preparations for the "Year of Environment in Europe." Environmental protection themes were
integrated into the new nine-year compulsory education system, and a National Program on
environmental issues was developed. Sweden has since published new textbooks and guidelines for
teachers and students, making ecological education a key area of cooperation among Scandinavian
Peninsula countries.
Japan: Japan aims to develop individuals with high ecological awareness through environmental
education programs that are embedded at all levels of national professional training. Japanese ecological
education reflects the country's unique cultural psychology, which emphasizes collective consciousness.
Traditional Japanese practices, such as ikebana (flower arranging), illustrate a deep-rooted reverence for
nature, which has shaped Japan's approach to ecological education by integrating corporate-
pedagogical and motivational elements in harmony with adaptive and reflexive characteristics.
United States: Ecological education and upbringing in the United States are characterized by diverse
forms, directions, and methodological approaches. Environmental ethics are deeply integrated into all
educational content, promoting cautious and responsible attitudes towards the environment. This
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process actively involves the public, especially through the participation of non-governmental
organizations, fostering broad public engagement in ecological education.
CONCLUSION
In summary, international experience shows that ecological education is not only focused on
specialization but also aimed at cultivating individuals with high ecological awareness. Ecological
education and upbringing in foreign countries are conducted according to the national mentality and
regional characteristics. All fields and specializations of professional education are systematized and
oriented towards environmental awareness. Consequently, ecological education and upbringing are
adapted to each country's local conditions, with corresponding normative frameworks established
accordingly.
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