Volume 04 Issue 11-2024
110
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
110-113
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines the theoretical-methodological foundations for fostering eco-literacy in students during the
modernization of ecological education. It explores the pedagogical-psychological features of modernizing ecological
education, which aim to develop eco-creativity, eco-responsibility, and competencies related to eco-literacy,
highlighting the corrective impact of ecological education on the relationship between nature and humans.
Additionally, the unique aspects of the ecological education modernization and enhancement process in Uzbekistan
are analyzed.
KEYWORDS
Ecology, biosphere, eco-literacy formation, environment, national values, healthy lifestyle, ecological
communication, pedagogical process, professional-pedagogical activity, integrative, value-based approach, national,
historical, technological.
INTRODUCTION
In Uzbekistan, educational initiatives aim to increase
students' ecological literacy, develop ecological
awareness, and foster ecological culture by addressing
regional
geographical
and
ethnographic
characteristics.
The
effective
organization
of
ecological education and upbringing processes is
crucial, as illustrated by the adoption of Uzbekistan's
Ecological Education Development Concept. This
concept reflects the need to impart both theoretical
and practical knowledge on modern scientific
foundations for environmental protection and
practical application of acquired skills.
METHODS
Research Article
SPECIFIC ASPECTS OF THE PROCESS OF MODERNIZATION AND
IMPROVEMENT OF ECOLOGICAL EDUCATION IN UZBEKISTAN
Submission Date:
November 04, 2024,
Accepted Date:
November 09, 2024,
Published Date:
November 14, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-22
Maxsudova Gulnora Muhammadjonovna
Researcher of Fergana State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
111
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
110-113
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Key issues in ecological education, upbringing, and
culture, as well as interdisciplinary integration, have
been explored by researchers including 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), with
competency-based approaches studied by J. O.
Tolipova (2014), G. S. Ergasheva (2019), A. K. Rakhimov
(2020), N. Muslimov (2021), and B. Khodjayev (2023).
RESULTS AND DISCUSSION
Early ecological concepts introduced to preschool
children in Uzbekistan serve as a foundation for later
nature education in schools. An algorithmic approach
to improving ecological education
—
progressing from
simple to complex concepts while maintaining
continuity
—
is tailored to students' ages, physical
capacities, and psychological characteristics, ensuring
systematic integration of theoretical and practical
knowledge. The principle of convenience guides
content selection, making it accessible and suitable for
young children's comprehension.
In primary schools, the subject "Natural Sciences"
plays a critical role in forming basic ecological
understanding. It is essential to conduct classes in non-
traditional formats to familiarize students with nature
and environmental events. Ecological concepts in
primary education are taught with interdisciplinary
integration, aiming to impart knowledge on
understanding and preserving nature, as well as
fostering ecological awareness through a cross-
disciplinary approach to theoretical and practical skills.
At the secondary level, subjects like "Biology,"
"Geography," "History," and "Natural Sciences"
incorporate ecological education. However, in
secondary specialized and vocational education,
ecological education remains underrepresented, with
limited hours and reliance on teachers of related
subjects. This trend continues in higher education,
resulting in ecological education that does not fully
build upon students' competencies. Prior to 2021, non-
ecological subjects made up 70-75% of the curriculum in
environmental education programs.
In the process of retraining and professional
development, ecological competence models highlight
the importance of interrelated components within
ecological education. This is particularly relevant to
meeting the distinct professional and social demands
placed on technical ecologists. For example, the model
designed for developing professional competencies in
technical
ecologists
emphasizes
component
integration, enhancing the educational process by
training specialists with a comprehensive approach.
Figure 1. illustrates the stages and content of ecological education in Uzbekistan.
Education Stage
Content of Ecological Education and Upbringing
Volume 04 Issue 11-2024
112
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
110-113
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Preschool
Education
Instilling primary concepts about the surrounding environment and nature,
understanding that plants and animals are living beings who breathe, drink
water, eat, and feel pain like humans.
Primary Education
Understanding the interrelation and differences between living and non-living
nature; characteristics of natural objects; interrelations of natural components;
effects of natural phenomena; the universe's connection with Earth; knowledge
of Uzbekistan's nature and its protection; fostering responsible attitudes towards
nature; solving ecological issues.
General Secondary
Education
Concepts about pollution levels in the environment; the scope of ecology’s
impact on living organisms; global climate change; ozone layer depletion; acid
rain, and other global ecological issues.
Vocational
Education
Understanding the impact of organisms on their habitat; rational use of
biological resources; predicting changes in nature due to human activity;
learning ways to manage natural processes.
Higher Education
Mastery and practical application of synecology, evolutionary ecology,
historical ecology, abiotic factors, anthropogenic factors, and the concept of
resilience thresholds.
Firstly, ecological education is recognized as a
fundamental factor in societal development. It aims to
reshape human attitudes toward nature, foster new
thought processes and behavioral patterns, influence
economic and social progress, and encourage states
and individuals to adopt new principles of professional
ethics, culture, and justice. This approach includes
establishing certain restrictions, promoting ecosystem
laws, and supporting ecological literacy.
Secondly, this perspective clarifies the conditions
necessary
for
developing
the
professional
competencies of ecologists. Thirdly, the technological
structure of the ecological education model provides
an organizational foundation for implementing
ecological education. Fourthly, it aligns ecological
education
with
international
standards
and
categorizes ecological activities, including production,
organizational-management,
and
information-
analytical practices.
Fifthly, incorporating new information technologies
makes ecological education more adaptable. Sixthly, it
develops ecological culture alongside scientific
advancement, reflecting life experiences and ethical
principles.
Implementing ecological education principles across all
stages of continuous education is essential, especially
in enhancing young people's ecological knowledge. In
particular, instilling a sense of responsibility towards
plant and animal conservation through videos and
documentaries can be highly effective. Additionally,
Volume 04 Issue 11-2024
113
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
110-113
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ecological awareness should be fostered through
community and family initiatives, promoting cautious
attitudes toward the environment.
In recent years, higher education institutions have
improved
educational
resources
for
relevant
bachelor’s and master’s programs, focusing on fields
such as ecology, environmental management, and
conservation.
Subjects
like
"Ecology,"
"Hydroecology," "Zoology," "Youth Physiology,"
"Hydrogeology and Hydrometry," "Concepts and
History
of
Ecology,"
"Biogeocenology,"
and
"Environmental Law" have been modernized to meet
contemporary standards.
Over the past decade, research topics have included
methods for addressing ecological issues and
protecting natural resources, causes of ecological
imbalances, strategies to prevent factors contributing
to ecological problems in Uzbekistan, and the current
state of Uzbekistan's reserves and protected areas.
Additionally, graduates have conducted research on
topics such as "The Bioecology of Promising Plants for
Greening Kokand" and "Environmental and Social
Problems of Forming Ecological Culture."
CONCLUSION
Modernizing ecological education is crucial for tackling
global ecological challenges, shaping the younger
generation's approach to nature, and enabling active
participation in sustainable development efforts.
Ecological security is a vital part of national security,
differing from other security factors in its often subtle
nature. Therefore, the development of skilled
ecological professionals within the national education
system remains one of the most pressing issues of our
time.
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