Future Ecologists Research Articles

FORMATION OF PROFESSIONAL AND ENVIRONMENTAL RESPONSIBILITY IN FUTURE ENVIRONMENTALS AS A SUBJECT OF COMMUNICATIVE INTERACTION WITH BUSINESS SUBJECTS

The article reveals the problem of the formation of professional environmental responsibility in future ecologists as a subject of communicative interaction with business entities. The categories “social environmental responsibility”, “professional environmental responsibility”, “positive individual professional environmental responsibility” were considered. It has been established that positive individual professional environmental responsibility differs from the above-mentioned qualities by a higher level of generalization, as it contains, in addition to legal and social aspects, an ethical aspect, which is the main motivated and natural regulator of individual behavior, striving for an ecologically appropriate, ecologically safe and healthy lifestyle for themselves, other members of society and nature. The structural and functional characterization of professional and environmental responsibility as a unity of three components: value, information-cognitive and behavioral. The definition of the concept of “professional and environmental responsibility of future ecologists” is presented as an integral, interactive, ethical and professionally significant quality of the individual, which manifests itself in the free choice of positive (useful for man, society and nature), ecologically appropriate, safe and competent activities in the system of “man-society-nature”, aimed both at its self-preservation and self-realization, as well as at achieving the strategic setting of the transition of humanity and the Earthʼs biosphere to sustainable co-evolution. It is inserted that the problem of formation of professional and environmental responsibility among future ecologists is fundamentally different from the problem of the functioning of the model of formation of professional and environmental responsibility in them as an expectation of the desired future. The structural and functional characteristics of the main construct of the developed model of the formation of professional environmental responsibility of future ecologists as a unity of three components are presented.

Opportunities and Prospects for the Use of Mobile Technologies in Improving the Professional Competence of Future Ecologists

Opportunities and Prospects for the Use of Mobile Technologies in Improving the Professional Competence of Future Ecologists

Situational context of environmental university education

The scientific interest in improving the environmental training of university students emphasizes the training technology associated with the disclosure of their personal and professional potential through inclusion in the joint solution of environmental problems not in abstract but in real life situations. The use of situationality for educational purposes creates an internal unity of the learning process and facilitates the professional socialization of graduates. The aim of the study was to develop a model of environmental education for future ecologists based on situational analysis technology. Theoretical and practical methods of system generalization, comparative analogy, questionnaires, pedagogical evaluation, and modelling were used in the development of the model, which provided objectivity and heuristic conclusions. The model created and tested in the system of higher professional education is based on the ideas of ecohumanism, coevolution and sustainable development, cultural-competence orientation of higher education; principles of subjectivity, value-sense saturation, communicativeness, problematization, events, local history orientation. The key concepts of “situation” and “analysis” are defined and disclosed in the context of the work, and their types are identified and justified. The developed model includes target, content, procedural, technological and reflexive-evaluation components. The tasks, activity content and characteristic for each stage of the educational process, environmental cases and types of analysis are considered. The obtained results in the form of basic research bases and the model of environmental education of future ecologists in situational context testify to the promising application of this technology to improve the quality of professional training.

Environmental education in the formation of transprofessional competencies among future ecologists

The purpose of the scientific article consider the importance of developing creative thinking among bachelors of technical ecologists. In today's world, where complex environmental problems require new and innovative solutions, environmentalists need to have the ability to think creatively. The article discusses practical methods and strategies that can be used by teachers to develop creative thinking in the educational process. In conclusion, the article points to the need to integrate creative thinking into undergraduate environmental education programs in order to ensure their successful participation in the development and implementation of solutions aimed at preserving the environment. Scientific hypothesis: creative thinking used in active and practical teaching of bachelor students in ecology contributes to the development of their creativity, problem-oriented thinking and environmental problem solving abilities, which improves the quality and efficiency of their professional activities.

COMMUNICATION AS A PROFESSIONAL QUALITY OF THE FUTURE ECOLOGIST

The article reveals communicativeness as a professional quality of the future ecologist. It has been established that in teaching ecology, emphasis is placed on strengthening the communicative orientation of the educational process. The concept of “communicativeness”, “professional communication” is revealed. It has been proven that communication is an important component of a large group of professionally significant qualities of a young specialist, as a quality necessary for performing professional activities. The peculiarity of the applicantʼs communicativeness is established, which is his theoretical training in the field of interpersonal cognition, interpersonal relations; laws of logic and argumentation; professional, in particular language etiquette; communication technologies. The criteria of productive professional communication are disclosed: creation of a favorable psychological climate, formation of certain interpersonal relationships in the team. The organization of productive communication of future ecologists is highlighted, which implies the presence of a high level of development of communicative skills, which can be formed only in the presence of certain communicative abilities. Two groups of communication skills are distinguished: general communication skills and special professional communication skills. Blocks of laboratory and practical classes are proposed for the formation of communication skills of future ecologists. The main requirements for the formation of professional communication skills in future ecologists are revealed: the ability to form a system of theoretical knowledge on the problems of professional communication; availability of skills and abilities in theoretical development and conducting socio-psychological training; the ability to organize during production practice the inclusion of applicants in professional activity (in particular, in its communicative aspect) and to ensure its psychological analysis; willingness to organize and guide the independent work of applicants regarding the formation of professional communication skills and the ability to diagnose the level of their formation. The content indicators of the communicative core of the personality are highlighted.
 Keywords: communication; interaction; professional quality; future ecologist; favorable psychological climate; interpersonal relationships in the team; communicative training.

Составляющие общепрофессиональной компетенции будущих экологов, биологов моря и технологов при обучении математике в вузе

The paper aims to identify the main components of the general professional competencies OPK-1 and OPK-2 formed in the process of teaching Mathematics to students in the training programmes 05.03.06 Ecology and nature management, 35.03.08 Aquatic bioresources and aquaculture, 19.03.03 Animal food products. The paper considers the methods of formation and the components of the general professional competencies in the context of Mathematics teaching as set out in the scientific and pedagogical literature, identifies the main characteristics of OPK-1 and OPK-2 and the need to determine their components. Scientific novelty is accounted for by the expansion of the theory of competence-based learning and the development of the structure of future ecologists’, marine biologists’ and technologists’ general professional competencies in the context of Mathematics teaching at university. The result of the study is as follows: the components of the general professional competencies formed in the learning process and accepted as learning outcomes in Mathematics teaching have been identified (cognitive, activity-related and professional). In addition, the features of formation of these components have been characterised, the types of activities in which they manifest themselves and performance indicators have been outlined.

Crucial but Neglected: Limited Availability of Animal Welfare Courses in Education of Wildlife Researchers.

Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife.

EXPANDING THE SCIENTIFIC WORLDVIEW OF ECOLOGY STUDENTS

In the article, the authors reveal the methods of expanding the formation of the scientific ecological worldview of student youth in the "Ecology" field of study. The modern educational process requires not only the assimilation of scientific knowledge, but also the education of a moral, ethical, responsible personality in relation to nature, the biosphere, any form of life, as the most important human value.
 Life is the most unique and highest value on the planet. Preserving life in all forms and manifestations is the main goal of a modern ecologist today. Creating an artificial environment for his habitat, man, in pursuit of economic profit, began to treat the biosphere in a consumerist way, destroying, destroying, bringing it to a tense state. This attitude towards nature leads not only to the destruction of ecosystems and the biosphere, but also to the impoverishment of the spiritual and moral foundations of a person's personality. In the conditions of the growing ecological crisis, it is necessary to change the attitude towards nature, to understand the value of any form of life. It is nature that can inspire and develop the spiritual and moral basis of a person. In this aspect, environmental education, aimed at changing and improving the scientific outlook, acquires special significance. Only on the basis of a new type of relationship between man and nature is a way out of this crisis possible. In the system of environmental education, new relevant environmental areas and training profiles are emerging. There are new tasks for students.Employers increasingly set high demands for future ecologists: they demand a high level of professional knowledge, skills and abilities, clearly navigate the problems of ecosystem disturbances, apply the latest methods of restoration, quickly and correctly make decisions in situations of a natural and man-made nature, the ability to own innovative technologies.
 In connection with the new requirements for a modern ecologist, there is a need to expand the educational process and innovative pedagogical approaches, to expand the scientific outlook of higher education students.

Analysis of foresight competency development model components in future ecologists

The article describes the role of foresight technology in environmental forecasting in the creation of future development strategies, and the analysis of some ecological scientific projects and programs implemented on the basis of foresight. The main components of the model of eco-foresight competence development in future ecologists are based and its evaluation criteria are defined. The results of the experimental tests carried out to determine the level of development of eco-foresight competence are presented, and foresight is used in the competitive and rapidly changing economic conditions of enterprises and companies in the production of clean ecological products and in predicting the future impact of technological processes on the environment, in drawing up long-term strategic plans or road maps, it is based on the fact that it is a highly effective method of ensuring their execution and control.

The attitude of future ecologists to the formation of soft skills in the context of achieving sustainable development goals

Ecological specialists have an important role to play in achieving the Sustainable Development Goals adopted by the United Nations. To do this, they need not only professional, field-specific (hard), skills but also universal, meta-subject soft skills. The article presents the results of a survey study of the attitude of students, future ecologists (229 respondents), to the formation of soft skills in the educational process. The data obtained are generally consistent with the well-known models of flexible skills (in particular, “4Cs”), as well as with the core competencies for sustainable development proposed by UNESCO. It seems appropriate to intensify the actions of the academic community (university and college administration, teachers, tutors, authors of textbooks, etc.) aimed not only at the development of students' environmental self-awareness, but also at the practical development of their abilities necessary for systematic, critical and creative, individual and team identification, solution and prevention of environmental problems of various scale and level in conditions of uncertainty.

Methodology for using forsight technology in training future ecologists in Uzbekistan

Foresight is one of the most modern technologies of environmental forecasting, and it is a relatively new technology in the conditions of Uzbekistan. In developed countries, eco-foresight is widely used in predicting the consequences of environmental problems and crises, but the theory, practice, and methodology of its use in the educational process have not been fully developed. Foresight studies and projects implemented by the authors in the international education system were analyzed. In the process of training future ecologists, the methodology of using foresight technology in the teaching of specialized subjects has been developed. According to this methodology, the use of the forosite in training sessions is divided into 3 blocks: preparation for training, organization of lectures and practical exercises using the foresite technology, and blocks of independent education. The development of “Eco-foresight competence” in future managers is based on the implementation of training sessions using foresight methods, the author's definition of foresight competence and competence is given

Professional foreign language training of ecologists: method of case-study

The article is devoted to the use of the case method for the purpose of developing professional communication in the process of foreign language training of future ecologists. The work presents the possibilities of this interactive method, the stages of working with the case-study method and practical recommendations are presented. The article provides examples of cases for use in English language classes with students majoring in ecology: Pollution of water bodies and its consequences; Impact of climate change on forest ecosystems; Restoration of destroyed ecosystems; Impact of plastic waste on the marine environment; The impact of the growing urban populations on ecosystems; The role of ecosystems in providing food. The problem of the active use of the case method in classes in institutions of higher education is relevant nowadays, this is due to the fact that the modern educational process aims at the formation of basic competences, among which important places are occupied by professional and communicative skills and mental activity skills, the development of abilities to process a large amount of information. This argument in favor of establishing the case method stems from the requirements for professionalism of any environmental specialist, who must master optimal behavior in various professional and everyday situations that arise in real life. In the article, we proved that in the process of using the case method under the direct guidance of the teacher, the student becomes an active subject of the educational process, which positively affects the formation of foreign language professional communication. In the process of working on the case, one learns new terminology, gets acquainted with new vocabulary, and uses speech clichés. During the presentation of the adopted decision, the correct use of grammatical forms and syntactic constructions is important. Students' speech must comply with all orthographic norms and be stylistically appropriate. The case material should provide the future specialist with opportunities to acquire professional knowledge. Professional knowledge and confidence in the ability to solve tasks are an incentive for the formation of abilities and skills of the English vocational communication. So, we can say that in the context of scientific research, the expediency of using the case method for the purpose of forming the professional and communicative competences of future specialists in ecology during their studies in higher education institutions was substantiated.

Diagnostics of mathematical motivation as a component of the process of teaching mathematics to students – future ecologists

Aim and Objective. In the conditions of modern reality, the importance of solving environmental problems of a global and regional nature makes it relevant to search for ways to improve the process of mathematical training of future ecologists. One of such directions is the motivation to study mathematics and its applications. The purpose of the study is to identify and test the methodological conditions that ensure the strengthening of the mathematical motivation of students – future ecologists in the process of teaching mathematics at a university. Materials and methods. The Mathematics Motivation Questionnaire (MMQ) was chosen as the main diagnostic tool, and the author's questionnaire compiled on the basis of this questionnaire, taking into account the specifics of teaching mathematics to future ecologists, was chosen as an additional diagnostic tool. 205 students of environmental training directions of Vyatka State University took part in the implemented survey. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. For the first time, a technology for diagnosing the mathematical motivation of students – future ecologists based on modern research is presented. A number of methodological conditions have been formulated that ensure the strengthening of the motivation under study, which clarifies and expands the ideas about the system of mathematical training of future ecologists. The analysis of motivation for admission to the university revealed a number of problems, which the intervention was aimed at overcoming. Its effectiveness was confirmed by significant differences in the MMQ questionnaire (Uemp = 100 < Ucr = 113; p < 0,05) and according to the author's questionnaire (Uemp = 72 < Ucr = 88; p < 0,01). Based on the re-evaluation, the transformation of the motivational attitudes of students - future ecologists from static beliefs about the nature of mathematics to dynamic ideas was revealed. Conclusion. The practical significance of the study is determined by the possibilities of using its results to improve the mathematical training of future ecologists, as well as by optimizing the process of teaching mathematics to maintain productive motivation.

DEVELOPMENT OF FUTURE SPECIALISTS-ECOLOGISTS’ ENVIRONMENTAL COMPETENCE ON THE BASIS OF ‘ZERO WASTE’ PHILOSOPHY

Introduction. The article reveals the relevance and practical significance of forming environmental competence in the conditions of implementing the concept of sustainable development. Emphasis is placed on the fact that the current stage of developing the interaction between society and nature and changes in the Ukrainian educational environment require the definition of new strategic and tactical guidelines in forming future specialists-ecologists’ competence. Purpose. To reveal the peculiarities of using the philosophy of ‘Zero waste’ in the development of future ecologists’ environmental competence in the conditions of implementing the concept of sustainable development of the country and to develop recommendations for its implementation in the modern educational space. Methods. Theoretical (analysis, synthesis, comparison, generalization), empirical (methods of data collection and accumulation, description, development of practical recommendations). Results. Experience of successful practical use of waste-free technologies on the basis of ‘Zero Waste’ philosophy in the organization of the educational process through the activities of the environmental education centre ‘ECOHUB KREMENETS’ has been presented; optional educational components ‘Environmental lifestyle’, ‘Sustainable development strategy’, ‘Environmental literacy’, ‘Education for sustainable development’ have been introduced into the content of the curriculum; use of interactive forms of work based on subject-subject interaction and focused on practical application. Use of personally relevant and up-to-date information in combination with active teaching methods contributes to the implementation of ZW philosophy. Experience of applying the complex of interactive didactic means has been presented: educational tasks and problems, ecological board games, educational projects, videos and documentary ecological films and modelling of plot-role games. Originality. For the first time, the experience of implementing ‘Zero Waste’ philosophy in the educational activities of higher education institutions has been analyzed. Conclusion. The formation of environmental competence, in particular future specialists-ecologists’, is associated not only with the system of knowledge that students receive during training, but also with the organization of educational space in educational institutions, which should meet the principles of responsible consumption and promote the implementation of environmental style of behaviour. As the prospects for development of the problem there have been determined the need to study and promote the positive experience of domestic and international higher education and research institutions in order to improve the future professionals’ environmental competence in the conditions of implementing the concept of sustainable development.

Building terminological competence in ecology students through creation of glossaries

The present study deals with the problem of development of terminological competence in students in professional ecological education by means of creation of students’ glossaries. The authors describe specifics of terminological competence of future ecologists as the ability to competently use terminology in the field of environmental protection, inspection and management to solve academic, research and environment-related tasks by means of communication. The authors develop an original conceptual model of the student’s glossary that makes it possible to improve students’ knowledge and understanding of professional terminology and lead to their professional and cultural development. The use of international term elements of Latin and ancient Greek origin in the student’s glossary solves the problem of ecological terminological ambiguity and promotes internalization of the professional knowledge and development of terminological competence in ecologist students. In ecological education, the student’s glossary is a systematizing multilingual and multifunctional open-type list of international term elements, terms and terminological phrases related to ecological sciences, with a possibility to be modified or added with new terms in accordance with the stages and goals of professional training. The specifics and roles of the student’s glossary are described at different stages of professional training. The authors formulate the basic principles and requirements for the creation of the student’s glossary.

CONDITIONS FOR FORMATION OF COMPETENCES WITHIN THE FRAMEWORK OF MODERN PROFESSIONAL TRAINING OF FUTURE ECOLOGISTS

The conditions of competence formation within the framework of professional training of future ecologists are analyzed in the work: realization of system and competence approaches in professional training of future ecologists; actualization of the process of formation of readiness of future ecologists for professionally oriented activity; the need to form environmental and digital competencies of future environmentalists during professional training. The didactic conditions of formation of digital competence of future ecologists are defined: maintenance of a proper level of theoretical and methodical preparation of teachers and students for use of digital technologies in the course of training; strengthening the motivation of future environmentalists for self-education, stimulating the desire to work independently; computer literacy at the user level; development of skills of information retrieval and effective network navigation; development of skills of work with educational resources of the Internet.

Application of Case-study for solving problems of measuring the level of phenol pollution of the Orel River in the training of future ecologists

In the modern world, rapid changes are taking place in many areas of human activity. The processes of globalization and the acceleration of scientific and technological progress require the search and introduction of new educational teaching technologies in the educational process. The requirements for teaching methods and their quality are steadily increasing. The methods of professional training used in the 20th century cannot provide the necessary level of quality in the new conditions, this creates the need for a constant search for even more effective approaches to the professional training of future specialists, including environmentalists. Motivating students to actively participate in the educational process, increasing their creative activity is important for them to gain new knowledge and skills. The most important condition for the formation of motivation is a close correlation between the educational process and the professional activities of future specialists. Case-study is, in our opinion, one of the most effective tools for improving the quality of training of modern specialists. Its functional capabilities largely meet the requirements that society imposes on the modern education system.

Robot Ecology: An Inspiration for Future Ecologists

Robot Ecology: An Inspiration for Future Ecologists

Socio-ecological competence as a significant component of a university graduate

The article presents the results of studying the opinions of experts from the South of Russia about the demanded social and environmental competencies of graduates of higher education programs. An expert assessment of the competence profile of graduates was attended by 27 environmental specialists: municipal, state, supervisory management bodies that are engaged in environmental protection or environmental control. A comparative analysis of the actual labor functions indicated by experts and an assessment of the competencies of graduates in accordance with the Federal State Educational Standard showed the points of growth of the professional skills of future ecologists. Current trends (based on the review of publications) in the scientific discussion on the training of environmental specialists have been shown. The directions of improvement are formulated that are relevant for the training of ecologists in the South of Russia.

ВИКЛАДАННЯ КУРСУ ВИЩОЇ МАТЕМАТИКИ ДЛЯ МАЙБУТНІХ ЕКОЛОГІВ

The article considers the issues of mathematical training of students of ecology, gives examples of professionally oriented problems in higher mathematics. Approaches to the choice of applied environmental problems and examples are analyzed, some examples are given that will promote the development of motivation to study mathematics and its application in future professional activities during the modeling of environmental phenomena and processes. It is established that the teaching of higher mathematics should be carried out at a high scientific and methodological level with the use of both mathematical and applied problems of professional orientation. It is noted that to direct the future ecologist to the successful application of mathematical methods in higher mathematics classes. It is emphasized that the result of studying higher mathematics in the process of training future ecologists should be the successful application of mathematical knowledge in a number of general and special disciplines. Some problems of ecological orientation are given, which should be given as examples in the relevant sections of higher mathematics. The proposed problems can attract the attention of students, promote their professional orientation and increase interest in the chosen specialty. It is also noted that the discipline «Higher Mathematics» includes the main sections: «Linear Algebra», «Analytical Geometry», «Differential and integral calculus of a function of one variable», «Differential and integral calculus of a function of many variables». «Differential Equations», «Series», «Probability Theory» and «Mathematical Statistics». The tasks and tasks of ecological content are considered on the example of separate sections, it is indicated that the main attention of students should be paid to the fact that this section is effectively illustrated by various examples related to ecology. In-depth study of mathematical components during the training of ecologists will help to form the necessary professional competencies of specialists who will be able to transform the system of environmental monitoring and management of its components into a modern information system that will effectively promote the protection and rational use of natural resources. Key words: preparation of students-ecologists, higher mathematics, ecological problems, mathematical modeling.