Formation Of Ecological Competence Research Articles

ЕКОЛОГІЧНА КОМПЕТЕНТНІСТЬ СУДНОВОДІЇВ В УМОВАХ СТАЛОГО РОЗВИТКУ

Relevance: Under current conditions, the problem of ship navigation gains particular relevance – the formation of ecological competence of ship operators in the context of sustainable development, the study of important aspects of the interaction of vessels and the surrounding environment, particularly their impact on water resources, water pollution, emissions of harmful substances, and other ecological aspects. Objective: To determine the role of ecological competence of ship operators in the context of sustainable development. Methods: Theoretical methods: analysis, synthesis, generalization of scientific works on the issue of ecological competence of future professionals in the field of ship navigation and official documents – to define the theoretical and methodological bases of the phenomenon; study and generalization of the existing problem status with the aim of choosing pedagogical tools – for the development of ecological competence of ship operators; comparison – to identify various approaches to solving the researched problem; modeling – to justify the structural elements of the model for the development of ecological competence of ship operators. Results: Key characteristics of ecological competence and its components have been identified; ecological competence of ship operators is considered as a complex integrative characteristic of the personality, reflecting motives of ecological activity, possession of ecological knowledge and natural science bases, practical skills and abilities regarding environmental protection; the necessity of forming ecological competence in ship operators during their professional training has been substantiated, as it directly affects the conservation of the marine water state, protecting them from pollution. It is noted that under current conditions, when sustainable development has become one of the priority directions of global policy, the ecological competence of ship operators is a key factor in ensuring safe navigation, and ecological education in the maritime sector is an important tool for forming this competence in ship operators. Conclusions: Education acts as a catalyst for the development of sustainable thinking and practices in the maritime sector, promoting ecological safety and sustainable development in this strategically important industry; as the maritime sector continues to develop, the results of the conducted research emphasize the important role of education in preparing future ship operators to navigate the ecological complexities of the global maritime industry and to contribute to sustainable development and effective communication.

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

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.

A competency-bazed approach in the environmental education of the students - future biology teachers

Abstract The contemporary trends of globalization and enhanced international cooperation, as well as the aim at building a knowledge-based society, have put higher education institutions in an ever-increasing public interest. The fast-developing digitalization, the implementation of artificial intelligence and especially the generational characteristics of the learners determine the need for new approaches in teaching and learning tailored to individual needs. One of them is the competence approach, which represents one of the leading pedagogical concepts of the 21st century and is the basis for the formation of ecological competence. Its application in pedagogical practice is a serious challenge for both teachers and students – future Biology teachers. The article analyses on a structural and functional basis the components of environmental competence. A theoretical model for the formation of ecological competence in the discipline “Forms and methods of ecological education and upbringing in Biology education”, included in the curriculum of Master degree students is presented. The model is aimed at updating the vision of the learning process in the relevant discipline, the main part of which is environmental education.

Prospects for the development of ecological competence in teaching virtual english written communication in secondary school

Different approaches to the definition of ecological competence are considered. The importance of learning virtual communication is proved. The current Ukrainian and foreign works on ecological competence are reviewed. The interactive methods of forming the ecological awareness of English language teachers are listed. The structural components of ecological competence and three interrelated components that influence the formation of ecological competence are indicated. The definition of ecological competence of a foreign language teacher is given. The list of topics for the development of ecological competence has been identified. The conditions for the formation of ecological competence in CLIL lessons are specified. An ecological view of a foreign language is presented. The potential of Internet memes in the formation of virtual communication skills is characterized. The concept of language assessment ecology is presented. It is confirmed that formative assessment is a structural part of the ecology of language assessment. The written tasks in authentic secondary school English language teaching materials are analyzed. The article presents an example of teaching meaning in a mediated sense in English lessons. A sample of teaching the internal dialogism of words in secondary school is shown. A model of teaching meaning in the emergent sense is created. The ways of applying the unpredictable and double-voiced meaning in secondary school English lessons are revealed. The potential use of metaphors for the development of linguistic and environmental literacy is indicated. It is emphasized that each topic studied should form ecological knowledge. It is concluded that the ecological principles of language can be applied already at the stage of the adaptation cycle of basic secondary education

Pedagogical Aspects of the Formation of Ecological Competence of Specialists of the Maritime Branch

The negative anthropogenic impact on the biosphere has caused the deterioration of the ecological situation throughout the world. In Ukraine, this process was aggravated by the consequences of Russian aggression. The modern post-industrial society needs highly qualified specialists who are able to think critically, act quickly and decisively in non-standard situations associated with damage to the natural environment.
 Our study is devoted to various aspects of improving the methods of using modern pedagogical technologies aimed at developing environmental competence among future specialists in navigation and management of marine vessels.
 Based on the results of our study, the pedagogical conditions that have the greatest impact on the formation of environmental competence of future specialists of the maritime branch were identified and characterized. To such conditions, we attributed the increase in the motivation of applicants for environmental protection and careful use of the environment in the process of carrying out future professional activities; introduction of modern forms of education (environmental trainings, project method) to enhance the educational process; increased attention to problem solving and decision-making in stressful situations, taking timing into account.
 It should be noted that future specialists have significantly increased level of environmental competence, which primarily affected the quality of solving practical problems of an environmental nature and the speed of decision-making.
 The results obtained in our study were used in the development of curricula and educational and methodological support in order to improve the environmental preparation of applicants for education for their practical professional activities in matters related to ensuring environmental safety, environmental conservation, etc.
 Our practical research has had a positive impact on the formation of environmental competence of applicants for education of ships in the process of professional training through the introduction of modern forms of education and the implementation of the pedagogical conditions we have defined.

FORMATION OF PRIMARY SCHOOL CHILDREN’S ENVIRONMENTAL COMPETENCE BY MEANS OF THE ECOLOGICAL TRAIL

The article examines the peculiarities of the ecological path organization as an effective means of younger schoolchildren's ecological competence formation. The content and structure of the pupils' environmental competence are characterized in accordance with the State Standard of General Primary Education. The essence of environmental competence of primary school pupils is revealed as the ability to apply environmental knowledge and effectively solve environmental issues they face in everyday life. The following components are distinguished in the structure of ecological competence: ecological knowledge and skills, ecological thinking, value orientations, and ecologically justifiable behavior. It is emphasized that the effective formation of younger schoolchildren's environmental competence is facilitated by means of nature itself, one of which is an ecological trail. Its purpose is to ensure the education of ecologically competent behavior of the child in the surrounding natural environment and to spread knowledge about nature and man as an integral part of the environment. The purpose, tasks, functions, and role of the educational ecological path in the education of ecologically competent behavior of the child in the environment are determined, and a brief description of the route of the ecological trail is presented. The potential of the means of the ecological path in the formation of ecological competence of children of primary school age has been analyzed. Attention is focused on the aesthetic value of the eco-path, which consists in activating the aesthetic feelings and experiences of younger schoolchildren while observing natural objects. It was found that the most productive direction of work on the ecological path is a practical excursion, the main types of activities of which are working out practical work, observation, project, research, sports and recreation, and game and creative activities.

Formation of ecological competence among university students

Formation of ecological competence among university students

FORMATION OF ENVIRONMENTAL COMPETENCE OF FUTURE BIOLOGY TEACHERS


 The article reveals the essence of the concept of "ecological competence" and substantiates the structural components of the formation of ecological competence of future biology teachers.
 Three levels of formation of environmental competence of future science teachers are defined: low – unconscious involuntary incompetence, medium – conscious voluntary incompetence, high – conscious voluntary competence.
 The concept of the formation of ecological competence of future biology teachers is revealed, which covers the purpose, tasks, principles, methodological approaches, content, pedagogical conditions for the development and implementation of the studied ability in the process of professional training. The purpose of the concept is methodological substantiation, theoretical and methodical provision of professional training of future biology teachers as a system-integrating basis for the formation of environmental competence. The leading idea of ​​the concept is the justification and development of such a system for the formation of ecological competence of future biology teachers, the basis of which is the creation and functioning of an ecologically oriented environment, the implementation of which in the educational process at the strategic level rationalizes, modernizes and modifies the educational content of professional training and is a system-integrating basis the formation of a pedagogical phenomenon. The concept of forming the ecological competence of future biology teachers is implemented at the methodological, theoretical, methodical and practical levels.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ЯК СКЛАДОВОЇ ЇХНЬОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ

The article deals with the issue of preparation of future teachers to the development of ecological competence of secondary school pupils. A key figure in the formation of ecological competence of future generations of citizens is the teacher. Hence, professional qualifications of students working for a university degree in the field of teaching, their environmental education, environmental literacy, readiness for carrying out nature protection activities with children as well as their civic stance are crucial for the professional training of teachers. The authors analyse theoretical principles of the investigated problem, determine the essence of ecological competence, «readiness of future teachers of biology to the development of ecological competence of secondary school pupils», as an integrative characteristic of personality that shows in the attitude of students to the development of pupils’ ecological competence, students’ the realization of reasons and requirements in this activity. This is also demonstrated in the existence of thorough and versatile subject knowledge of disciplines in the chosen profession and ecological, psychological and pedagogical, social and ecological, methodological knowledge, abilities and skills in relation to the development of ecological competence of junior adolescents. The study theoretically proved and experimentally tested pedagogical conditions and methods of forming readiness of future teachers to the development of ecological competence of secondary school pupils in the process of learning at higher educational pedagogical establishments: activation of the need of students in capturing the methods of developing ecological competence of schoolchildren; using at the lessons in professional disciplines the design of fragments of professional and pedagogical activity for providing personal implication of students in ecological and educational activity; the motivated usage of tasks of ecological orientation in different types of practices undertaken by future biology teachers.

Features of formation of environmental competence of education seekers in the context of preventing environmental pollution during war

The article contains the results of scientific research on the features of the formation of environmental competence of education seekers in the context of preventing environmental pollution during the war in Ukraine. The growing role of environmental competence of people is emphasized. Attention is paid to the protection of the environment in the context of armed conflicts and hostilities. The state of formation of ecological competence of students in the context of hostilities has been analyzed. A sufficient theoretical level of ecological competence formation has been testified along with a low degree of ability to apply knowledge of the safe behavior paradigm and implementation of health-preserving competence in difficult environmental circumstances. Theoretical and practical studies of Ukrainian scientists, starting with the armed conflict on the territory of Ukraine of 2014 have been considered. The length and specific focus on clearly defined environmental issues have been determined. The need to develop the ability of students to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated. The features of the formation of ecological competence of education seekers in the context of preventing environmental pollution during the war in Ukraine have been determined and analyzed. The world experience of conducting the educational process in war conditions has been analyzed. Suggestions are given on the need to minimize the time for preparation for training and reduce available resources in difficult times of war. The advice of psychologists on the peculiarities of the organization and implementation of educational and cognitive activities during the war has been given. The need to develop the ability to use the acquired knowledge in practice, particularly during the development of environmental programs or action plans for the restoration of areas, affected by hostilities, has been updated

FORMATION OF ECOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF ENVIRONMENTAL PROTECTION

The ecological crisis on a global scale (melting glaciers, explosions at nuclear power plants, pollution of rivers, seas, deforestation, harmful emissions into the atmosphere) requires radical changes in the process of its elimination. Volitional actions related to the cleansing, restoration and preservation of the natural environment are not enough, much emphasis is placed on educating a humane, environmentally conscious population capable of establishing harmonious relations with the natural environment. That is why higher education institutions face an important task – to form the environmental competence of future primary school teachers, to prepare students for the organization of environmental activities in working with younger students as a basis for shaping their environmental worldview. The article analyzes the theoretical foundations of the formation of environmental competence of future teachers, focuses on important summits, meetings, conferences, which rapidly and purposefully promote the preservation of the natural environment, stimulate the education of environmentally conscious younger generation. The aim of the article is to conduct an experimental study and establish the levels of formation of environmental competence of future teachers, based on its results to identify a model of formation of environmental competence of future teachers of higher education. In the course of the research we have singled out the main components (motivational, cognitive, activity, reflexive) of the formation of ecological competence of future teachers, as well as the corresponding criteria and levels. We conducted an experimental study to establish the level of environmental competence of future teachers among the leading pedagogical institutions of Ukraine: Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Kamianets-Podilskyi National Ivan Ohiienko University and T.N. Shevchenko National University "Chernihiv Colehium". The study made it possible to complete the model of formation of environmental competence of future primary school teachers by means of environmental activities (stages of implementation, priorities, pedagogical conditions, tools, forms). The study outlined new areas for further work.

Method of Formation of Environmental Competence During the Teaching of Economic Disciplines by Means of Interactive Learning Technologies

Abstract. Introduction. The article highlights modern methods of forming environmental competence in the process of teaching economic disciplines with the help of interactive learning technologies, which are due to various factors. The content of the concepts of "competence" and "environmental competence" in the context of the study is analyzed by conducting an extended excursion on the interpretation of these concepts in pedagogical practice. Ecologically literate person has a high level of ecological knowledge, developed ecological thinking, in his behavior is guided by the priority of ecological values, considers his profession as an effective means of improving the environment and solving environmental problems. The article considers the approaches to the definition of "competence", "environmental competence" and on their basis identifies the role, importance and ways of forming environmental competence in the teaching of economic disciplines with the use of interactive technologies. The relevance of the chosen topic is justified by the lack of interdisciplinary and regional approaches to the formation of environmental competence of higher education seekers based on the introduction of interactive technologies. The efficiency of formation of ecological competence in the process of professional training of future specialists in the economic sphere with the help of interactive learning technologies is proved. The basic rules of the organization of interactive learning are specified, shortcomings of application of interactive methods in educational process by teachers are covered. The stages of interactive teaching methods are defined and substantiated. Purpose. The aim of the article is to find out the possibilities of forming students' environmental competence with the help of interactive learning technologies. Results. The importance of interactive teaching methods that use situational environmental tasks is emphasized. It is revealed that the use of interactive methods and technologies allows to intensify the assimilation and creative application of theoretical material; gives the chance to model ecological life situations by the person; to involve students in solving environmental problems, making environmentally responsible decisions, gaining experience in environmental protection. Conclusions. The possibility of using interactive technologies in the training of applicants is analyzed and argued. The basic rules for the introduction of interactive learning technologies in the structure of higher education institutions in the process of training future specialists in the economic sphere have been formed and proposed.

Formation of ecological competence of future biology teachers in the process of professional training

The article highlights the issue of forming the ecological competence of the future biology teacher, based on global violations of the global ecosystem, the devaluation of the importance of preserving the environment, its resources, role in life and human health. It is emphasized that the sustainable development of society involves determining the value priorities of establishing the responsibility of each individual citizen and society as a whole for the consequences of environmental activities in order to preserve and protect the environment. The importance of continuous environmental education, in particular in pedagogical educational institutions, has been established.

Методологічні засади формування екологічної компетентності школярів

The article substantiates the modern aspects of the formation of environmental competence of schoolchildren, represents its updated content and methods. The authors describe the definitions of «environmental competence of schoolchildren at the level of basic secondary education», «environmental values», «co-evolutionary values», «environmental culture of the individual».The purpose of the study is to substantiate the methodological foundations of the formation of environmental competence of schoolchildren, creating its updated content and methods of its formation. The authors used general and special research methods: (analysis, synthesis, systematization, classification, comparison, and generalization) to establish the degree of problem development, clarify the conceptual and categorical apparatus of research, develop a model of environmental competence of schoolchildren. The article emphasizes the importance of forming schoolchildren’ environmental competence as a key competence. It involves understanding the ecological foundations of nature, the need to protect nature, compliance with the rules of nature, conservation of natural resources, understanding the context and relationship of economic activity, and the importance of nature conservation for sustainable development.The model of the system with the realization of innovative forms and methods of the formation of ecological competence through value orientations of the person is developed and introduced. The model consists of three main blocks: target, semantic-axiological, operational-reflexive.The authors highlight the pedagogical conditions for educating the formation of schoolchildren’s environmental competence of, namely: ensuring the integrity of the end-to-end educational process, which forms values and competencies; integration of opportunities for general secondary and out-of-school education in the formation of environmental competence of schoolchildren. The model provides the effective formation of environmental competence of schoolchildren at the following stages: diagnostic-motivational (determination of the state of formation of schoolchildren’ environmental competence); cognitive-gnostic (system-consistent formation of environmental competence of schoolchildren using interactive technologies – problem-based, educational design, simulation-game, case-method); activity-technological (formation of schoolchildren’s abilities to analyze, evaluate, correct and forecast the results of environmentally sound activities).

Formation of ecological competence of the individual as one of the main tasks of sustainable development education

Formation of ecological competence of the individual as one of the main tasks of sustainable development education

Formation Of Environmental Competence: Theory And Practice

This article deals with peculiarities of formation of ecological competence as an important part of ecological education. The basis of environmental competence, the basis for its formation as an integral quality is the corresponding knowledge and skills. Ecological competence includes the ability to apply the acquired knowledge, practical activities and behavior for their use and is almost identical to the “ecological culture of the individual”.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІНИ «ГЕОГРАФІЯ СУДНОПЛАВСТВА»

The essence and directions of formation of ecological competence during the teaching of the discipline "Geography of Shipping" in the context of training future specialists of river and sea transport at the Kherson State Maritime Academy are revealed. The article considers the problem of formation of ecological competence, which is a component of ecological culture and an important priority in the training of modern specialists. The authors came to the conclusion that a unified approach to the definition of "environmental competence" and its components in modern science does not exist, so analyzed different approaches to the interpretation of this concept among scientists. The training of future specialists in river and sea transport at the Kherson State Maritime Academy is focused on the fact that they are and will be direct participants in the interaction with the environment. Therefore, the formation of environmentally safe development and safety of navigation is one of the key aspects in the structure of the content of vocational maritime education. The authors emphasize that the training course "Geography of Navigation", which is taught to future navigators, occupies one of the key positions in the formation of environmental competence of future professionals in water transport. Training is carried out with a focus on the "Concept of Environmental Education of Ukraine", so the issue of human interaction and the oceans is cross-cutting in this course. In the process of studying the "Geography of Navigation" much attention is focused on the study of physical and geographical conditions of continents and oceans as integral natural systems. It is indicated that during the teaching of "Geography of Navigation" interactive teaching methods are actively used, much attention is paid to teamwork and the formation of skills to actively use the conceptual and terminological apparatus. It is proved that one of the most effective means of intensifying learning and mental development of young people is to pose a problem. The study emphasizes that environmental competence should be an important priority in the training of modern specialists in river and sea transport. Key words: ecological competence, ecological culture, higher education, competence approach, geography of navigation, river and sea transport specialists, competence.

FORMATION OF ECOLOGICAL COMPETENCE IN PRESCHOOL CHILDREN

The article is devoted to the study of the levels of formation of ecological competence in preschool children. Based on the selected criteria (knowledge of nature, the right behavior in nature; natural motivation, positive emotions and feelings from the relationship with nature; manifestation of volitional qualities; basic values; natural behavior, environmental actions), we identified indicators and selected appropriate methods and techniques of diagnostics. Among them: observations, conversation, «Incomplete sentences» method, icons, didactic game, problem solving. Experimental data have shown that preschool age children have difficulty in identifying the essential features of living objects, in establishing cause-and-effect relationships. Often attribute plants to inanimate nature, because they do not move, and human is not perceived as component of nature, putting it separately. The vast majority of preschoolers have a pragmatic emotional-affective motivation for action in nature, and only one-fifth of children have cognitive motivation. In general, children are emotionally sensitive, sympathize with living beings, show kindness, sensitivity to nature, joy and admiration when meeting with objects of nature. In the rank of values, nature is not in the first place, giving way to toys, delicious food. The consolidated results showed that 25% of children are at a low level of environmental competence, 50% are sufficient, a high level is typical for 25%. The child is rarely the initiator of helping nature, but most accept the task set by the adult, solving it under his guidance. In general, the children showed an unstable interest in nature. Therefore, we conclude that special attention should be paid to the formation of value-motivational and, of course, behavioural sphere.

FORMATION OF PUPILS’ ECOLOGICAL COMPETENCE WITH SPEECH DISORDERS AT MATHEMATICS LESSONS

The article reveals the issue of formation of ecological competence of students with speech disorders in mathematics lessons, substantiates the pedagogical conditions of formation of ecological competence of students with speech disorders in mathematics lessons. At the same time, environmental education is considered as the basis of a new paradigm of the modern educational system, which is based on personalityoriented and humanistic approaches to the organization of educational activities of students with speech disorders. The authors of the article single out the pedagogical conditions that proved to be effective for the formation of ecological competence of students with speech disorders in mathematics lessons: the use of problem situations for the formation of ecological competence of students with speech disorders in mathematics lessons; increasing the readiness of teachers to use innovative methods in combination with traditional ones in working with students with speech disorders; establishing interaction with parents to consolidate the acquired knowledge about nature. The authors proceed from the fact that in the formation of environmental competence of primary school children it is important to combine traditional educational methods with active methods of education, which require the child a higher level of independent cognitive activity. The article proves that the presence of students' interest in nature and their activity in learning about the environment plays a significant role in the formation of ecological culture. Attention is also paid to the formation of a number of research skills in students (to see the problem, to analyze the described situation, to make hypotheses about ways to solve the problem, to test their statements, to prove their own opinion, etc.).

WAYS OF ENVIRONMENTAL COMPETENCE FORMATION OF HIGH SCHOOL STUDENTS IN PROFESSIONAL EDUCATION

The article considers the main ways of ecological competence formation in professional education of high school students. Scientific approaches, principles, functions, methods of formation of such competence are analyzed; orientational, cognitive and cultural ways of significant influence on the implementation of this process are characterized.It has been proved that the formation of ecological competence is a multifaceted and complicated technological process, which is characterized by the unity of scientific approaches in a holistic educational and pedagogical process, namely: systemic, valuable, normative, personal-active, competence. To better understand the ways of environmental competence formation in the professional education of high school students there is a need to strictly adhere to the following principles: integration, systematicity, continuity, interconnection and unity, and accordingly the use in his/her activities such functions of environmental competence as: moral and ethical, hygienic, prognostic, practical, economic, developmental and self-identifying.Based on the analysis of scientific approaches, principles, functions and methods, we have identified the orientational, cognitive and cultural ways of forming the environmental competence of high school students in professional education.