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.
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