Instrumental Didactic Model of Technological Design of Environmental Education

Aim. To consider a theoretical model for designing an instrumental didactic system that ensures the transformation of environmental information into personality-oriented knowledge within the framework of the synergetic paradigm of environmental education.

Methodology. The research is based on synergetic, instrumental-activity-based, systemic, and environmental approaches. Conceptual analysis, modelling, systematisation, and generalization were used as theoretical methods. The empirical part relied on the analysis of pedagogical experience and regulatory frameworks.

Results. An instrumental didactic construct has been developed, including: a taxonomy of learning actions adequate to the complexity of environmental knowledge, principles of cluster-based content organisation, and a typology of problem-modelling learning tasks. A three-level architecture of the technological environment (content-methodological, communicative-activity, analytical-adaptive levels) has been designed. A system of criteria and diagnostic methods for assessing the formation of environmental thinking and the effectiveness of the environment itself have been proposed. The summarising model is the “Triad of Synergetic Didactics,” integrating content, activity, environment, and diagnostics.

Research implications. The theoretical significance lies in the development of the synergetic concept of environmental education through the operationalisation of its key ideas into didactic tools. The practical value consists in providing educators with a model and principles for designing open, adaptive technological environments capable of catalysing the formation of functional environmental literacy and a culture of survival.

Conclusions. Effective environmental education in the context of digital transformation requires a shift from the paradigm of knowledge transmission to the paradigm of cultivating environmental subjectivity through a specially modelled technological environment. The presented construct establishes the necessary connection between the nature of environmental knowledge (systemic, nonlinear), the type of learning activity (modelling, project-based, reflective), and the architecture of the educational environment (integrated, analytical, adaptive). Its implementation will bridge the gap between awareness of environmental problems and real readiness for action.

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