System Of Continuous Education Research Articles

The Development of a Mathematical Model of an Algorithm for Constructing an Individual Educational Trajectory for the Development of Methodological Competence among IT Discipline Teachers

This article explores contemporary models of the development of methodological competence, focusing on the needs of IT discipline teachers. The challenges in implementing these features within modern educational conditions are identified, underscoring the necessity for creating innovative teaching methods adapted to the requirements of IT teachers. By analyzing current trends in the educational environment, the authors highlight key stages in the continuous education system for teachers, including the mastering of basic education, adapting young teachers, and fostering their professional development. The article reveals the actual possibilities of developing the methodological competence of teachers as an ongoing endeavor to elevate their professional pedagogical culture. In the article, the authors propose a conceptual model within the domain of education, serving as the basis for constructing an efficient mathematical model which is specifically designed to create individualized learning trajectories for IT discipline teachers with the focus on managing the process of methodological competence development during the synthesis of training courses. The authors propose an innovative approach to teacher retraining, centered around individualized needs and abilities, with the aim of enhancing the quality of education in the field of information technology.

Implementation of economic and didactic opportunities of the educational university-based technology park in the training of engineers for the food industry

Introduction. With the advent of a new component in the system of continuous education – the children’s and youth leisure technology park (technopark) at engineering universities – the task arose to identify its niche in this system, to determine educational and mentoring opportunities. Research purposes are to determine the economic and didactic capabilities of university educational technology parks and to describe the principles of advanced education. Materials and methods. The research material was the activities of the technology park in the field of training personnel for the food industry. Systemic, personal, activity-based and axiological methodological approaches were used. Project-oriented learning and the research-based teaching method, collaboration technology, methods of collective and creative project activity, STEM education technologies, and collaborative learning were applied. Results. Leisure education in the technology park for schoolchildren with engineering inclinations is aimed at the students’ individual development in a creative team, project activities under the guidance of a mentor, demonstration of their scientific and technical achievements at international competitions, active search for their creative “I” and choice of direction for further professional development within the walls a specific university and an already chosen specialty. The technology park is also considered from the perspective of economic pedagogy. The “product” that the technology park offers is the skills of creative work, the ability to combine knowledge obtained from various fields of technical and technological sciences to generate new knowledge and create unique industries, i.e. as an intellectual “good” in the format of skills for its use and skills for ethical assessment of the results of future achievements (axiological aspect of training and education). STEM education technologies are optimally combined with the use of remote access laboratory installations for research, which makes it possible to conduct physical and chemical experiments in real time in real installations, remotely controlling the operation of the installation. This makes it possible to form a clear idea of natural phenomena and their role in technological processes. Conclusion. The creation of university-based technology parks is promising for the actively developing technology industry, it provides the opportunity to form a talented personnel reserve and develop environmental thinking.

ВДОСКОНАЛЕННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГІВ В ОСВІТНІЙ ОРГАНІЗАЦІЇ

A quality of education for students depends on the quality of teaching and the professionalism of the lecturer. A professional competence is necessary component of the professionalism of the lecturer.Considering the process of improving the professionalism of lecturers, it is impossible to ignore the processes of advanced training of lecturers within the framework of professional educational organizations themselves.Pedagogical science and practice consider professional development inside the educational organization as avery important point in the system of continuous professional education. The purpose of work to improve the professional competence of the lecturer in the educational organization is to solve the problem of continuous, progressive, comprehensive development of the lecturer. the lecturer is providing with various, mobile forms and content of development, taking into account personal needs, experience, creative opportunities, experience, the ability to use advanced pedagogical experience taking into account the individual characteristics of each.

THE CONCEPT OF SUSTAINABLE DEVELOPMENT AS THE BASIS OF CONTINUOUS ECOLOGICAL TRAINING OF FUTURE TEACHERS

Increasing attention to the ecological training of young people in the system of modern education is one of the important problems nowadays. Guarantees of environmental protection are presented in ecological knowledge, abilities and skills, as well as in the socio-cultural behavior and worldview of the population. Therefore, one of the priority tasks of the educational system is the formation of the ecological culture of the younger generation through the implementation of a system of continuous environmental education based on the principles of sustainable development. The purpose of the article is to investigate the problem of continuous ecological training of future teachers based on sustainable development. Research methods: analysis and synthesis of scientific literature (to clarify key research concepts), systematization, and generalization (for the purpose of forming the author's conclusions). It is established that ensuring the sustainable development of society involves positive life activities of people through the creation of conditions that contribute to the harmonization of their relationships, development, and satisfaction of their needs in the socio-natural environment, providing opportunities for the formation of ecological culture in the educational sphere. The peculiarities of continuous ecological training of future teachers based on the concept of sustainable development are studied, and the content and results of this process are highlighted. The goal of continuous ecological training for sustainable development is to teach people to manage the quality of life; the formation of an ecological culture in the young generation, which involves the ecological orientation of the individual, the ability to increase their ecological education and literacy, to carry out social-ecological and ecological-project activities for the benefit of sustainable development. The main tasks of continuous ecological training are the formation of scientific knowledge and ecologically oriented knowledge, the development of environmental protection skills and abilities aimed at improving the state of the environment and improving the quality of life of people, and the upbringing of a highly educated and ecologically cultural personality. Continuous ecological education for the benefit of sustainable development originates in preschool education institutions, where for the first time children master the basics of environmental education and culture, and form an idea of their unity with nature. The next stage is general secondary education, where students form environmental competence and develop an environmental outlook. The next level of the continuous ecological education system is the higher school, where the professional ecological training of the future teacher is carried out, the value-meaning sphere of the individual is formed, social-ecological norms of professional activity are mastered.

The Impact of Educational Investment on Economic Development in Society

This paper explores in depth how China's investment in education since the 21st century has had a significant impact on the country's economic development. With the advent of globalization and knowledge-based economy, education has become a key factor to promote social progress and enhance national competitiveness. This paper analyzes the financial support of the Chinese government in basic education, higher education and vocational and technical education, and examines the positive effects of these investments on the optimization of the labor market, scientific and technological innovation capacity and the overall economic structure. In future development, more attention should be paid to improving the per capita education level rather than merely pursuing quantitative expansion. This means that we must make reasonable policies to guide resources to poor areas and narrow the gap between urban and rural areas. Improving the continuing education system; Encourage enterprises to participate in vocational and technical training; And to strengthen the construction of teachers and curriculum reform and other soft power investment. Only such a comprehensive and in-depth education reform and development strategy can ensure the steady and rapid growth of the national economy while having the inherent resilience to resist external risks and challenges, and achieve sustainable prosperity in the true sense.

Supplementary Vocational Education of Academic Staff: Opportunities and Problems of Implementation

The article deals with the problem of the involvement of academic staff (AS) of universities in the system of continuing education. The subject of the study is the possibilities and problems of supplementary vocational education (SVE) for academic staff of Russian universities. Based on the materials of statistics and analysis of documents (university development programs, regulations on advanced training), the objective aspects of the functioning of the university system of AS supplementary vocational education have been studied. The subjective aspects of obtaining supplementary vocational education are revealed on the basis of materials from semi-structured interviews with AS of universities of the Ural Federal District. The motivation for obtaining SVE, the needs for specific content and types of training, financing, and organizational conditions are analyzed. The key problems of the academic segment of the SVE system are revealed: reduction of the state financing of the costs of universities for the training of AS; commercialization of the university SVE system; the lack of guaranteed quality and diversity of SVE programs for AS; unsatisfactory organizational conditions for SVE of AS; inflexibility of the continuing education system in terms of taking into account the results of AS training. In a practical sense, the identified problems are directions for changes in the state and university policy of professional development of the AS in the context of the implementation of higher education development programs

ADVANCEMENTS IN CONTINUING EDUCATION: EXPLORING INNOVATIVE APPROACHES TO TEACHING IN THE MODERN ERA

Continuing education plays a pivotal role in lifelong learning, fostering professional development and skill enhancement across diverse fields. As the landscape of education evolves, innovative approaches to teaching are essential to meet the dynamic needsof adult learners. This article examines various innovative strategies, including online platforms, interactive technologies, experiential learning, and personalized instruction, in the context of continuing education. Drawing upon recent research and case studies, this paper explores the effectiveness, benefits, and challenges associated with these approaches. Additionally, it provides insights into the future directions of teaching in the continuing education system, highlighting the importance of adaptability and responsiveness to emerging trends.

Formation of a polypositional team in the conditions of continuing advanced education

Introduction. In the conditions of transformational changes in the higher education system, focused on building a nationally oriented education and ensuring technological and ideological sovereignty of the Russian Federation, one of the basic requirements is the creation of new models of human resource development management and the design of team-distributed work of an educational organization, including the processes of reprogramming, rethinking the results of professional activity to achieve leadership positions of professorships.-the teaching staff of the university.The authors of the article attempt to present a managerial mechanism for the formation of a polypositional team of organizational changes in the conditions of the formation of a new strategy for the development of a pedagogical university with the application of the theory of self-learning organization as a methodological framework for designing the content of cross-functional teams in business education. Based on the analysis of this theory of team building in the organization, the philosophy and essence of the reflexive management mechanism aimed at establishing the position of strategic leadership and achieving results due to the transfunctional (synergetic) effect in situations of uncertainty and multitasking are revealed.The article discusses the mechanisms of forming a polypositional team as a universal network resource for co-organizing positions within the framework of managing the development of a system of continuous advanced pedagogical education and experimental testing of the results of the federal innovation area of the Ministry of Higher Education and Science of the Russian Federation "Network project for training mentors for development" (2022-2027).The аim of the article is determined by the need to present a new organizational and managerial format, the essence of which is to create an educational space for the co-organization of subjects of continuous advanced education, including network design zones: problem, information, design and organizational activity zone (broadcasting and scaling results and experience). The designated organizational format sets the ways and meanings of the formation of a new professional position of the project participants in the preparation of a mentor for development.Materials and Methods. The development of a mechanism for the formation of a polypositional team as a team of professionals - leaders of organizational change is based on the methodology used in business education when managing a team–building system under the leadership of leaders of change, on an interdisciplinary methodology for creating a self-learning organization and on the principles of a convergent approach. At the initial stage, the project participants were offered two methods used to assess the transformational leadership of the organization's leaders, namely: a scale of self-assessment of innovative personality qualities (N.M. Lebedev, A.N. Tatarko) and a test for assessing managerial (managerial) style of behavior (I. Adizes method).Results. A management mechanism for the formation of a polypositional team in the conditions of continuous advanced education has been developed, a methodology for the organization of network design and diagnostics of leadership and innovative personality qualities of the leaders of a network project for the training of a mentor for development has been defined, and positions at the stages of event meetings within the framework of a project experiment of the federal innovation platform of the Ministry of Higher Education have been identified and Science of the Russian Federation "A network project for training mentors for development", that allowed us to substantiate the hypothesis about the effectiveness of the developed conditions for the transformation of the pedagogical profile university and its leading position in the system of regional education and Russian as a whole.Discussion and Conclusions. The degree of novelty of the research results is determined by the authors in two interrelated aspects. The fundamental novelty is represented by a set of provisions and ideas in the proposed universal mechanism for the formation of a polypositional code in the context of the theory of self-learning organization and the justification of the regularity of the relationship of the project-type content in the construction of event meetings and new formats of continuous advanced adult education, which qualify as a solution to the scientific problem of designing strategies and programs for the development of the university of design- of a programmatic nature. The novelty at the level of concretization and refinement of the results is represented by the organization of the project experiment and the methodology for evaluating the effectiveness of the developed conditions for the formation of a polypositional team of continuous advanced pedagogical education, the implementation of which increases the productivity of scientific research and its practical and socio-cultural significance.

Correlational Study on the Performance of School Heads and their Instructional Leadership Practices

Purpose: School leaders are now required to not only administer the school but also to improve teacher effectiveness and student success due to continuing education system reforms. The purpose of this research is to elucidate the correlation between the performance of school heads and instructional leadership. Methodology: The study employed a descriptive-correlational research method using a questionnaire checklist for data collection. The research sample comprises 53 school principals from the four districts in the municipality of Donsol, Sorsogon, Philippines. Validated researcher-made questionnaires were distributed to collect data for this investigation. Findings: The results show that most school administrators conducted up to three LAC sessions, developed up to four instructional supervision plans, observed a maximum of 10 instructors, and created between one and three quality-assured learning assessment methods. The school, under their supervision, received a maximum of two stars in the WINS program. Most of the students who took the PHIL-IRI exam scored 20 points or below. The school conducted three to four earthquake drills, has a maximum of 10 classrooms, provides a student handbook, and conducted at most one orientation before the start of the school year. School principals demonstrate excellence in their instructional leadership practices across the eight strands of PPSSH-Domain 3. However, most of the calculated chi-square values for the correlations between their performance and practices were below the crucial value when assessed at a significance threshold of.05. Conclusion: School principals showed impressive results in their performance and displayed exemplary practices in instructional leadership across the eight strands of Domain 3. However, most of their performances were not significantly correlated with their practices in instructional leadership.

Architectural acoustics continuing education course—Presenter registration and reporting

The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” for which attendees can earn one continuing education unit (CEU). This paper will cover the administrative requirements of the ASA/CES, to prepare potential presenters. These requirements include the proper handling of paperwork so that AIA members may receive credit for the course. The manner in which the course is given is also dictated by AIA requirements. TCAA membership and attendance at this workshop are required to qualify as an authorized presenter for this AIA/CES short course. Of course, anyone is free to register with the AIA to provide their own CEU program. However, the advantages of participating in this program are that the TCAA short course is already prepared, it is pre-approved by the AIA, and the registration fees are paid by the Acoustical Society of America.

Architectural acoustics short course presentation material

The Technical Committee on Architectural Acoustics (TCAA) is a Registered Provider in the American Institute of Architects (AIA) Continuing Education System (CES). The TCAA has developed a standardized introductory short course for architects called “Architectural Acoustics,” An architect can earn one continuing education unit (CEU) by attending this short course, if presented by a qualified member of TCAA. The course covers topics in sound isolation, mechanical system noise control, finish treatments, and implementation of quality acoustical spaces. This paper will cover the course material in order to prepare and qualify potential presenters. In order to qualify as an authorized presenter for this AIA/CES short course, attendance at this special session and membership in TCAA are required.

Professional Competencies of a Financial and Economic Specialist in the Conditions Continuous Form of Education

The article was prepared on the basis of studying the professional competence of students required for a graduate of the financial and economic field. The purpose of the study is to form conclusions based on the results of studying the professional competence of students required for a graduate of the financial and economic direction in the conditions of a continuous form of education. Great interest in the development of professional competence of students in a continuous form of education allows us to conclude that this topic is in demand. An important condition for the effective functioning of the continuous education system is the preparation of students to work in a virtual educational environment. Therefore, the issues of professional competence of students of financial and economic direction in the conditions of a continuous form of education should be considered as a multilateral, multifunctional phenomenon in solving educational and cognitive tasks, the essence of which is the formation of professional competence of students. The main function of the educational conditions identified by the authors is the selection and implementation of teaching methods and means that provide an effective solution to educational problems for the development of professional competencies of future specialists. Consequently, we can conclude that during their studies at a university, students must develop a holistic system of universal knowledge, abilities, skills, as well as experience in independent cognitive activity, that is, professional competencies applicable in the conditions of a continuous form of education. Students’ mastery of methods of cognitive activity is due to the fact that during the period of study at a university the foundations of professionalism and competence are laid, and the skills of independent professional activity are formed. In this regard, it is especially important that students, mastering knowledge and methods of obtaining it, realize that independent work on writing scientific papers is intended to complete the tasks of all other types of academic work, because no knowledge that has not become the object of their own activity can be considered a true asset of professionalism and competence.

The influence of socio-economic factors on the effectiveness of continuous pedagogical education in the Republic of Austria

The proposed article deals with the development of the system of continuous teacher education in the conditions of the Austrian market economy. The author emphasizes the importance of studying the Austrian experience of the interaction of higher education with the labor market in order to reconsider the mechanisms and models of state influence on the policy of employment of teachers. It was determined that the purpose of this article is to analyze and generalize the socio-economic factors that shape the demand of young and experienced teachers for training within the concept of continuous education in the educational space of the Republic of Austria. The tasks are to determine the main stages of the development of continuous education in the countries of the European Union, in particular the Republic of Austria, from the beginning of the Bologna process until today; identify the leading trends in the development of the Austrian labor market and their impact on the supply of specialists with higher pedagogical education; substantiate the main imperatives of regulating the training and employment of future teachers in the Austrian economy. The author characterized the ways of ensuring the continuity of the development of pedagogical education in the Republic of Austria. Attention is focused on the need to introduce innovative forms of organizing professional training and improving the qualifications of pedagogical workers. An analysis of the labor market in the Republic of Austria was carried out regarding the demand for specialists in fields of pedagogy and their remuneration. It was found out that the effectiveness of personnel policy and provision of opportunities for professional development of pedagogical workers are somewhat lower than for other specialists with higher education. Factors stimulating teachers’ interest in career and professional growth through various forms of continuous education are singled out. The conditions for increasing the competitiveness and optimizing the potential of teachers as subjects of the labor market have been determined. It was concluded that the Republic of Austria has a positive experience of professional training of teachers in the system of continuing education, however, it needs new approaches to forecasting the needs of the labor market for specialists with higher pedagogical education in order to create a competitive environment in the education industry in the modern world.

PEDAGOGICAL TECHNOLOGIES FOR ENHANCING TEACHING EFFECTIVENESS IN CONTINUOUS EDUCATION SYSTEMS

Continuous education is becoming increasingly important in the fast-paced world of the 21st century, where knowledge and skills are constantly evolving. To address the challenges of providing effective and efficient education, pedagogical technologies have emergedas powerful tools. This article explores various pedagogical technologies that can be employed to enhance teaching effectiveness within the continuous education system. By leveraging these technologies, educators can create dynamic learning environments that foster engagement, motivation, and skill acquisition among learners.

Educational trajectory of forensic medical expert in the system of continuous medical education

The objective of the study is to determine the possibility and the right to choose the directions of self-education and self-development by forensic medical experts within the framework of personal and professional development program in the educational trajectory formation. The materials of special and encyclopaedic literature including pedagogical and sociological sciences, as well as legal framework regulating the processes of continuing medical education have been studied. The choice of educational trajectory of forensic physician depending on personal benchmarks, self-education building and participation in educational activities has been defined.

The trajectory of effective teacher communication: features of professional speech communication

The proposed article highlights the trajectory of effective teacher communication, in particular outlines the features of professional speech communication. The requests and needs of teachers were studied and practice-oriented recommendations and advice were developed regarding the peculiarities of the teacher's professional speech communication. It is emphasized that modern society needs teachers of a new formation, capable of easily entering the cultural and intercultural space, qualitatively assimilating and transmitting the main meanings and values of the spiritual culture of humanity, possessing a high culture of speech. The forms of the communicative process and speech communication are distinguished. It was found out that the consequence of the expansion of the scope of oral speech is a decrease in the culture of written speech and the deterioration of literacy. Modern research on the outlined problem is analyzed. Certain difficulties in building the trajectory of effective communication of a modern teacher are identified, in particular: the need for a universal tool to overcome educational losses and gaps; searching for ways to improve the quality of language education; the need for linguistic and national self-identification of teachers; production and development of linguistic stability of educators; creation of a speech environment that would promote the development of effective communication skills; creation of a pedagogical center for the development and improvement of the culture of business speech; development of methodological tools for the implementation of reading strategies in general secondary education institutions, etc. Examples of different level exercises and tasks that contribute to the improvement of professional speech communication are presented. Practical recommendations on the implementation of the personal trajectory of effective communication in the educational process are provided. Conclusions were made that teachers' motivation to improve the Ukrainian language is increasing. It is noted that teachers use their own example to convince students that the state language is the highest value for the Ukrainian people. It was clarified that the development of teachers' speech culture and the implementation of linguistic didactic strategies of spelling, rhetorical and language-communicative competences of teachers in the system of continuous pedagogical education require further study.

IMPROVING THE METHODOLOGY OF PREPARING STUDENTS FOR INTERNATIONAL EVALUATION RESEARCH

In the continuous education system of our country, reforms aimed at ensuring the development of modern competence approaches are being carried out in the generalsecondary education system, which provides for the formation of educational and cognitive competencies in students based on advanced foreign experiences. "Fundamentally improving the quality of general secondary education, in-depth study of other important and high-demand subjects such as chemistry, biology" was defined as one of the priority tasks.

The actual condition and improvement of continuing education program for military personnel

The continuing education program for military personnel aims to provide mission execution abilities that correspond to their rank and position, as well as equip them with specialized knowledge and job performance abilities at an advanced level. This is a critical educational process for cultivating professional personnel. However, there are areas that require improvement. Therefore, this study conducted surveys, on-site inspections, expert interviews, and literature reviews to identify problems in the continuing education program for military personnel and propose solutions to address them. The issues identified and the corresponding solutions are as follows: First, education programs that have not been developed should be established in consideration of the capabilities of military schools, or external education agencies should be commissioned to provide proper education. Second, the educational period problem can be addressed by shortening the current period or strengthening remote education to reduce in-person education sessions. Third, the curriculum should be developed by periodically calculating the educational effects, importance, and understanding of each subject, and the decision to include one subject in the next education program should be made based on this analysis. Finally, remote education should be converted into a participatory, two-way learning approach that emphasizes learner-centered education and expanded through Internet-based remote education. In addition to these proposed solutions, further research is needed to compare the continuing education systems for military personnel in the army, navy, air force, and Ministry of National Defense, as well as to compare military personnel education systems in the United States. Further research is also needed to conduct detailed analytical studies on continuing education programs for each military personnel rank, considering the military education environment, and develop an education evaluation model.

CIVIL COMPETENCE OF A TEACHER IN THE LIGHT OF THE REFORM OF THE PRESCHOOL EDUCATION SYSTEM

The article is devoted to determining the role and place of civic competence of a preschool teacher in the general system of teacher formation in the light of reforming the preschool education system. It was established that the basis of the new educational policy of the Ministry of Education and Science of Ukraine is the prioritization of preschool education as the foundation of an integral system of continuous education. Attention is focused on the fact that, aware of Ukraine's desire to establish itself on the world stage as a European democratic state, educators should understand the direction of internal transformations, in particular in the national education system: the New Ukrainian School is designed to educate a new generation of citizens who have civic values who make responsible decisions and have a sense of responsibility for the fate of Ukraine. The article analyzes the current legislative and regulatory framework for preschool education in the context of civic education, formulates a number of requirements and sets of tasks for the formation of civic competence of the teacher of the New Ukrainian School. It was established that the key industry document in the reform of preschool education, which brings it to a qualitatively new level, in the position of international standards of the quality of education, was the update of the state standard of preschool education (Basic component of preschool education); in particular, the basic principles of its implementation are identical to the principles of a democratic society, including: democracy, the direction of the educational process towards sustainable development and European integration processes in Ukraine, public administration, social partnership, etc. In the course of the study, it was proved that the challenges associated with the formation of a conscious citizen who professes democratic values, with a high sense of self-worth, an active civic position and responsibility, can be solved exclusively by a pedagogical community with a high level of citizenship, and formed civic competences of a teacher is a tool for expanding the opportunities for the development of his personality in the educational field, his promotion in social activities, the possibility of influencing social and state-level processes.

Philosophical Aspects of Developing Environmental Education in the Continuing Education System

Objectives: The primary objective of this article is to explore the social significance of environmental education and the priority tasks associated with cultivating ecologically conscious behavior. The focus is on understanding the role of ethnogeographical factors and socio-economic influences in contributing to environmental challenges on a global scale. The article aims to highlight the importance of social aspects in shaping the ecological culture of ethnos, shaped by their living conditions in the natural environment.
 
 Methods: The research methodology involves an analysis of the development of environmental education, particularly in the context of improving ecological education. The study examines priority tasks related to the formation of ecologically conscious activities. Ethnogeographical factors and socio-economic reasons are scrutinized as crucial elements contributing to environmental issues during the process of global development. Additionally, the article delves into an analysis of foreign countries' experiences in environmental education, exploring the efficacy of studying and incorporating the practices of developed nations into the national education system.
 
 Results: The article presents findings related to the social aspects of the ecological culture of ethnos, emphasizing the impact of living conditions on its formation. The exploration of foreign countries' experiences provides insights into effective strategies for studying, researching, and implementing environmental education practices. The results underscore the relevance of incorporating successful approaches from developed nations into the national education system to enhance environmental awareness and consciousness.
 
 Conclusion: In conclusion, the article emphasizes the need for prioritizing the social aspects of ecological culture in the context of environmental education. It advocates for leveraging the experiences of developed countries as a valuable resource for enhancing the effectiveness of national education systems. The conclusion may further highlight the potential impact of improved environmental education on addressing global environmental challenges and fostering a more ecologically conscious society.