Technological Design of Environment Education for Students

Aim. To consider theoretical substantiation of designing technological environment for environmental education for students, the strategic guidelines of which are the formation of environmental culture of students and their readiness for productive activity in conditions of a high degree of uncertainty and instability in the development of society.

Methodology. The research is based on systemic, activity-based, environmental, and technological approaches. Theoretical methods used included analysis of philosophical, psychological, pedagogical, and methodological literature on environmental education and digitalization; modeling of the concept and structural-functional model of the technological environment; and generalization and systematization. Empirical methods included analysis of pedagogical experience and educational and methodological complexes.

Results. The concept of the technological design for environmental education for schoolchildren has been developed and presented, revealing its essence as a global and local information and communication infrastructure designed to bridge the gap between awareness of environmental issues and the acquisition of survival technologies. Key characteristics of a technological environment for environmental education for schoolchildren are identified: openness, variability, functional diversity, criticality, high technology, and safety. A theoretical model is proposed that reveals the mechanism by which the modern technological environment transforms the fundamental components of the pedagogical system in environmental education, namely, goal setting, content selection, organization of the educational process, and the assessment system.

Research implications. The scientific novelty lies in the development of a technological design for environmental education of schoolchildren. The theoretical significance lies in enriching the theory of environmental education through the conceptual justification of a technological environment as a pedagogical innovation integrating traditional and digital technologies. The practical value lies in the development of methodological principles and tools (including augmented reality teaching aids and immersive learning scenarios) for creating an effective technological environment in general education organizations and institutions of additional education.

Conclusions. 1. The methodological foundations of a technological design for environmental education are defined, revealing its essence as an integrative pedagogical phenomenon arising at the intersection of traditional and innovative approaches. 2. A model of technological design is developed and theoretically substantiated, demonstrating its transformative influence on the target, content, process, and evaluative components of the environmental education system for schoolchildren. 3. The design principles of this environment are identified and characterized, and the practical aspects of its implementation are outlined. This, taken together, ensures the development of environmental knowledge, value orientations, critical thinking, and readiness for practical activities in schoolchildren in a rapidly changing world.

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