MODEL FOR FORMING PROJECT COMPETENCE OF FUTURE ENVIRONMENTAL SPECIALISTS DURING BLENDED LEARNING OF THE EDUCATIONAL COMPONENT “CONSEQUENCES OF ANTHROPOGENIC IMPACT ON THE ENVIRONMENT”
Abstract
DOI: https://doi.org/10.26565/2074-8922-2026-86-16
The study examines the project competence of future environmental specialists as an integrative characteristic of personality that combines a system of knowledge, skills, abilities, experience, and personal qualities necessary for planning, organizing, implementing, and evaluating projects in the field of environmental protection. It presupposes the ability to analyze environmental problems, identify their causes and consequences, develop effective solutions, and evaluate the outcomes of implemented measures.
The structure of project competence of future environmental specialists is characterized as comprising four interrelated components: motivational-value, cognitive, operational-activity, and reflective-analytical. It is proven that the project competence of a future environmental specialist is formed as a complex characteristic that can be effectively developed in blended learning environments through the use of specially designed digital tools and educational platforms (Moodle, Google Workspace, Zoom, Trello, etc.).
It has been established that the project-based approach, as the foundation of the competence formation model, involves: integrating theoretical training with practical activities within educational projects; creating a virtual learning environment for interpersonal interaction, teamwork, and network collaboration; and applying methods such as problem-based learning, the case method, digital storytelling, and the modeling of managerial situations.
A model for the development of project competence of future environmental specialists during blended learning of the educational component “Consequences of Anthropogenic Impact on the Environment” has been developed and experimentally tested. This model consists of four blocks: target, content, organizational, and diagnostic.
The model is considered as a set of didactic conditions—specific interrelated factors (goals, content, forms, tools, and teaching methods, etc.) necessary for exerting a systematic influence on students' personality in order to develop all components of project competence.
It is emphasized that conducting a local pedagogical experiment in the 2024–2025 academic year at Poltava V. G. Korolenko National Pedagogical University served as an effective way to incorporate regional context into the training of future environmental specialists.
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References
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