Formation of Environmental Competence of Senior Grade Students in the Process of STEM-Learning Using Project Technologies
DOI:
https://doi.org/10.31110/STEM-CaUk-4.2Keywords:
environmental competence, senior-grade students, STEM education, project technologies, environmental educationAbstract
The article explores the theoretical and practical foundations for developing environmental competence among senior-grade students through STEM-based education and project-based learning (PBL). The concepts of environmental competence, STEM education, and project-based learning are examined, and their interrelations within the modern educational paradigm are clarified. The study demonstrates that integrating interdisciplinary approaches, inquiry-oriented methods, and digital tools in STEM education enhances students’ ability to apply environmental knowledge in real-life situations and cultivates a responsible attitude toward nature. Project-based learning is identified as an effective pedagogical strategy for fostering environmental awareness, critical thinking, teamwork, and research skills, which are essential for addressing contemporary ecological challenges. A model for implementing environmentally oriented STEM projects in secondary schools is proposed, emphasizing practical orientation, research activity, and collaboration between students, teachers, and local communities. The study highlights the Ukrainian experience in introducing ecological STEM initiatives and correlates it with international practices, demonstrating that this approach effectively combines theoretical knowledge with practical action, thereby contributing to the achievement of the Sustainable Development Goals.
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