European International Journal of Pedagogics
82
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
82-85
DOI
OPEN ACCESS
SUBMITED
20 January 2025
ACCEPTED
21 February 2025
PUBLISHED
23 March 2025
VOLUME
Vol.05 Issue03 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodology for
sustainable development
of environmental
education in the
educational process
Lochinbek Abdirasulov
Doctoral student at Karshi State University, Uzbekistan
Abstract:
The article expresses views on the protection
of citizenship and the educational process, and the
prevention of inevitable damage to the environment.
Keywords:
Citizenship,
nature,
rights
and
responsibilities, environment, diversity, biological.
Introduction:
Sustainable
development
in
the
educational process of environmental education is the
ability of future generations to meet their own needs
without compromising their ability to meet their own
needs. The British Commission, having considered the
main teachings that form the basis of sustainable
development, identified the following:
The interconnectedness of society, economy and
environment from local to global levels.
Citizenship
and
conservation
–
rights
and
responsibilities. participation and cooperation.
Needs and rights of future generations.
Diversity
–
cultural, social, economic and biological.
Quality of life, equality and justice.
Sustainable change: development and the planet's
ability to adapt to it.
Uncertainty and caution in behavior.
For each of the key concepts, the commission identified
the required learning outcomes expressed in values,
dispositions,
skills,
abilities,
knowledge,
and
understanding.
This can be seen in the example of one of these concepts
that is directly related to technological education - the
concept of quality of life and equity. The desired
learning outcomes include:
Values and Attitudes (Students: should be able to assess
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European International Journal of Pedagogics
why equality and justice are necessary for a sustainable
society). Skills and Abilities (Students: should be able
to distinguish needs from wants; should be able to
explain what is included in the concept of quality of life,
beyond consumption).
Knowledge and understanding. (Students should know
and understand that:
a) There are basic human needs that are the same for
everyone,
b) Inequality and injustice occur both within and
between societies,
c) Quality of life is a somewhat broader concept than
standard of living.)
Learning outcomes for children aged 5-6, 7-10, 11-13,
14-16 and 16+ have been developed in detail.
Examples for students aged 14-16 are provided below.
“Interconnectedness”
means
that
students
understand:
understand the role of advertising, product innovation,
and popular culture in promoting different lifestyles,
and be able to critically assess choices and alternatives
in identifying needs and wants;
be able to assess the advantages and disadvantages of
using scientific and technological developments by
individuals and societies in terms of sustainable
development;
understanding the contradictions between sustainable
development based on local production and
consumption and the globalization of trade and
finance.
All of these points apply to technology education. In
addition, students "need to understand how values
and beliefs influence behavior and lifestyles, which are
more relevant to sustainable development than
anything else." ("Citizenship and Nature Conservation"
section); "Be able to analyze the impact of your actions
and lifestyle on the environment and make
proportionate decisions" ("Needs and Rights of Future
Generations" section); "Be able to critically analyze and
participate in debates about political, technological
and economic changes that undermine diversity and
sustainability, such as biotechnology" ("Diversity"
section).
For example, a student designs and builds a table lamp
for his home. What voltage bulb should be used for the
lamp? A low-voltage bulb requires a transformer and,
for this, metal. A lot of energy is required to extract and
process metal. In addition, these industries pollute the
environment. But with intensive use, a low-voltage
light bulb requires less electricity, which means less oil
or gas is used. This way, less SO2 is emitted into the air
and natural resources are saved.
Students should be encouraged to think about the
product from the perspective of its design. That is, what
happens to it at the end of its life. Can it be easily
disassembled and its parts recycled? If students think
about this, they can make better design decisions.
In his seminal study, The Common Beauty of Sustainable
Products, Edwin Datchevsky (2001) proposes a five-
point approach to assessing sustainability: Is a product
sustainable, sustainable, safe, social, and efficient?
These criteria allow students to analyze products for
their sustainability (sometimes called design analysis).
In the United States, the impact of technology on the
environment is a major focus of student technology
education.
In 2000, the American School Student Technology
Literacy Standards, developed as part of the NASA-
funded “Technology for All Americans” project, were
published.
The standards include a section called “The Impact of
Technology on the Environment.” It outlines the
knowledge requirements for students of different age
groups:
Children from kindergarten to grade 2 should know that
some materials can be reused or recycled;
Students in grades 3-5 should know the following:
Waste must be properly recycled or disposed of to
prevent unavoidable environmental damage;
The use of technology has either a positive or negative
impact on the environment.
Students in grades 6-8 should know:
Working with technological production waste is an
important universal problem;
Technologies can be used to repair damage caused by
natural disasters and to process waste generated by the
use of various products and technical systems;
Decisions about the development and use of
technologies often put environmental and economic
actions in conflict with each other.
Students in grades 9-11 should know:
People can develop technologies to conserve water,
soil, and energy through methods such as reuse,
reduction, and recycling;
Technology can be used to monitor the state of the
environment to obtain information for decision-making;
People create technologies to reduce the negative
consequences of other technologies;
Decisions about the use of technologies involve an
assessment of the positive and negative effects of the
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European International Journal of Pedagogics
expected environmental impacts;
As new technologies are developed to reduce resource
use, it is important to choose the right one among
different approaches.
In conclusion, we believe that we should instill in
students during the lesson that waste should be
properly recycled or disposed of to prevent inevitable
damage to the environment.
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