Environmental education in international cooperation between Russian and Kazakh universities: case study

Abstract

Introduction. Environmental problems and climate change are global challenges to mankind, requiring joint efforts for a joint solution. Predictions of climate scientists determine the need for radical changes in the way of life of modern civilization and the search for new approaches to environmental education of the younger generation. The aim of the article is to describe the joint experience of Russian and Kazakh universities in environmental education to form the foundations of environmental competence in an international project and analyze the results obtained. Materials and methods. An interdisciplinary project in English "Environmental Education: an international project on climate problems in the Russian Federation and Kazakhstan" involved 114 students of Petrozavodsk State University and Eurasian National University. The research methodology was based on a comparative analysis of the data obtained through formalized questionnaire surveys of open and closed types, as well as self-assessment and statistical methods. Research results. The experiment revealed positive dynamics in the environmental competence development of students of both universities, similarities and differences in their awareness of the vital importance of environmental issues for the world and their regions of residence. The target values of the experimental groups proved to be statistically significantly higher than those of the control group in their understanding of the seriousness of global warming problems (temp_PetrSU = 5,86, р<0,001; temp_ENU = 2,83, р<0,001), plastic waste recycling (temp_PetrSU = 5,12, р<0,001; temp_ENU = 4,27, р<0,001), forest fires (temp_PETRU = 5,25, р<0,001; temp_ENU = 5,80, р<0,001), droughts and food crisis (temp_PETRU = 5,31, р<0,001; temp_ENU = 5,27, р<0,001). The participants in the international project perceived the dangers of loss of a breathable atmosphere, ozone depletion (temp_PetrSU = 5,47, р<0,001; temp_ENU = 4,57, р<0,001) and starvation, connected with the Earth overpopulation (temp_PetrSU = 5,30, р<0,001; temp_ENU = 5,29, р<0,001) more deeply and seriously. The significant result of the project was the creation of an ecological YouTube channel and the development of a joint solution to overcome the identified environmental problems of the regions. Conclusion. The conducted study confirmed the effectiveness of integrating an environmental project into the content of foreign language teaching to develop students' environmental competence. It contributed to the complex ecological education and formation of ecological culture of young people capable of solving global problems of our time. Recommendations on the dissemination of this experience in environmental education of students of technical and natural-science training areas are offered.