Formation of environmental competencies of students in the system of higher education

Abstract

In the context of global climate challenges and the accelerated transition of the global economy to sustainable development models, developing environmental competencies is becoming an imperative for the higher education system. The relevance of this study stems from the growing demand from employers for graduates to possess green skills, as well as the need to integrate ESG (environmental, social, and corporate governance) principles into the professional training of specialists in all fields, not just those in the natural sciences. The aim of this study is to theoretically substantiate and develop a practice-oriented model for developing environmental competencies in university students. The methodological basis of the study is based on systems, competency-based, and activity-based approaches. The study utilized methods of analyzing regulatory and pedagogical literature, pedagogical modeling, and empirical methods (questionnaires, participant observation, and analysis of educational trajectories). This article defines the structure of environmental competence, which includes three interrelated components: cognitive (knowledge of the fundamentals of ecology and sustainable development), value-motivational (awareness of personal and professional responsibility for the environment), and activity-based (the ability to apply environmentally friendly technologies and make "green" management decisions). The need for an interdisciplinary approach, involving the integration of an environmental module into the curricula of non-core disciplines, is substantiated. Particular attention is paid to the role of digital educational technologies (VR simulations, environmental case championships, project-based activities) in developing students' environmental thinking.