FORMATION OF ENVIRONMENTAL COMPETENCE OF THE FUTURE BACHELOR OF NAVIGATION: THEORETICAL ASPECT

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The relevance is driven by the fact that the ecological crisis both globally and in Ukraine particularly, is characterized by a trend of increase. The war with the Russian Federation, which severely destroys the country's ecosystems, has become a challenge for domestic ecology. We now face significant losses of hundreds of species of animals and plants. This requires replenishment of organizations and institutions, including maritime and water transport, with specialists who have a thorough professional-ecological training. Meanwhile, maritime higher education institutions are still insufficiently focused on activating ecological education for students, on fostering ecologically aware seafarers with developed ecological thinking. The problem of targeted formation of ecological knowledge, skills, and consciousness among future navigation specialists is further actualized by the fact that pedagogical science has not yet substantiated detailed methodological approaches, effective principles, specific conditions, and rules for productive ecological training of future specialists in maritime and inland water transport, nor has it developed effective technologies and methodologies for systemic acquisition of professionally oriented ecological knowledge, skills, and abilities by marine education seekers. Objective: To substantiate the pedagogical system of targeted formation of ecological competence in future navigation bachelors and to develop its conceptual model. Methods: To achieve the objective, the study utilized theoretical methods (theoretical analysis of scientific works, study of the requirements of environmental legal documents to clarify the level of problem development and identify directions of scientific exploration; comparison to study scientific approaches to solving the problem; analysis and synthesis to clarify the features of ecological-professional training of navigation bachelors, substantiating the content of their ecological competence formation; modeling to develop the structural-content model of the pedagogical system) and empirical methods (pedagogical observation, discussions, surveys to identify directions, stages, forms, technologies of forming ecological competence in future navigation bachelors). Results: Based on the analysis of pedagogical theory and educational practice, the peculiarities of professional-ecological training of future navigation bachelors in higher education institutions were clarified; it was determined that ecological competence of future navigation bachelors is a complex scientific object and requires a systemic approach in its research, and the process of its targeted formation should be considered as a pedagogical system; a conceptual model of the system has been developed that combines the conceptual positions of the studied process into a single ideal construct, illustrating the sequence of "movement" from the goal to the expected result. Conclusions: The substantiated model is a theoretical construct that reflects the conceptual foundations of the systemic formation of ecological competence in future navigation bachelors; the positions embedded in this ideal object regarding the formation of this integrative property of the personality combine the possibilities of intradisciplinary and interdisciplinary directions of ecological education for students with the acquisition of experience by future seafarers in environmental protection, research, ecological-enlightenment, and other activities; the implementation of the developed pedagogical system in a higher education institution will significantly enhance the level of formation of ecological knowledge, ecological thinking, ecological consciousness, and eco-safe behavior among future navigation bachelors.