INTERNATIONAL EXPERIENCE IN DEVELOPING ENVIRONMENTAL COMPETENCE OF PEDAGOGICAL STAFF

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 281 INTERNATIONAL EXPERIENCE IN DEVELOPING ENVIRONMENTAL COMPETENCE OF PEDAGOGICAL STAFF E.S. Aslonova Independent researcher Institute for Retraining and Professional Development of Higher Education Personnel https://doi.org/10.5281/zenodo.17863718 Abstract. The article examines international experience in developing the environmental competence of pedagogical staff as a key factor in promoting sustainable development within modern education systems. Special attention is given to international standards that guide environmental education and shape teachers’ professional competencies. The findings emphasize the importance of continuous professional development, policy support, and institutional collaboration to strengthen educators’ ability to foster environmentally responsible behavior among learners. Keywords: environmental competence, pedagogical staff, international experience, sustainable development, teacher training, ecological literacy, professional development, environmental education, UNESCO, OECD. Introduction The hallmarks of the era of sustainable development are an ecological lifestyle, global thinking, and environmental action based on "healthy" pragmatism, thrift, and frugality, as well as strict adherence to the norms and requirements of the environmental imperative. Modern people must not only be prepared for this lifestyle but also embrace it today, building their life strategies and programs, their personal lives, and their professional activities in accordance with these principles [1]. Education, as the most important sphere of developing society's intellectual and moral potential, is the dominant factor in cultivating a new generation of people with an ecological mindset, capable of implementing sustainable development ideas in practice [2]. Understanding the key role of education in shaping environmental culture has become the foundation for global initiatives in this area. Thus, in 1977, the First World International Conference on Environmental Education was held in Tbilisi, organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) jointly with the United Nations Environment Programme (UNEP). The Tbilisi Declaration clearly defined the role, goals, and characteristics of environmental education. This declaration and the conference's recommendations became the basis for developing frameworks, principles, and guidelines for environmental education at the local, national, regional, and international levels for all age groups—both within and outside formal education. One of the key concepts that has become part of environmental education (EE) is sustainable development (SD). This topic was first addressed at the United Nations Conference on Environment and Development (UNCED), which was held in Rio de Janeiro in 1992. Chapter 36 of Agenda 21, entitled "Promoting Education, Public Awareness, and Training," emphasized that education plays a crucial role in advancing sustainable development and enhancing people's capacity to cope with environmental and socioeconomic challenges. It is also essential for fostering SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 282 environmental and ethical awareness, values, and attitudes, developing skills and behaviors consistent with sustainable development goals, and ensuring active public participation in decision-making processes. The connection between education and sustainable development (SD) became evident at the 1994 National Forum on Partnerships in Support of Environmental Education. During the forum, policymakers presented a document entitled "Education for Sustainable Development: An Agenda for Action," which contained a series of recommendations for integrating sustainable development concepts into educational programs. The concept of "Education for Sustainable Development" (ESD) was then put forward. It recognized that "human rights and social justice are as important for sustainable development as environmental sustainability" [3]. In 1997, in Thessaloniki, Greece, UNESCO, together with the Greek government, organized the International Conference on Environment and Society: Education and Public Awareness for Sustainability, which resulted in the adoption of the Thessaloniki Declaration. The declaration affirmed that the concept of environmental sustainability must be clearly linked to issues such as poverty, population, health, food security, democracy, human rights, and peace, as well as respect for cultural diversity and traditional knowledge. Looking back at history, it is important to note that from the 18th to the 20th centuries, a subject-based education model prevailed, which corresponded to the realities of industrial civilization. During this period, educational standards were formed from a knowledge system (the basis of standards being so-called knowledge, skills, and abilities), rather than the demands of the professional environment. The main goal is to teach everyone everything. In the context of postindustrial society, new technologies have changed the nature and character of work and employment, strengthening the international concept of environmental education. The pace of technological development is accelerating, and new models of work organization are emerging, which, in turn, requires continuous professional development to effectively adapt to the rapidly changing situation. New opportunities for education are emerging, no longer limited to formal training, and new demands are being placed on educational systems. The focus is now on the results of educational activities: what needs to be achieved and how these achievements can be validated [4]. European universities have begun searching for a new educational paradigm. The Bologna Process has become an organizational tool within which innovative constructs and concepts have begun to emerge, bringing the academic community closer together. China: State Policy and Mass Environmental Education: In the modern world, environmental competence is becoming an integral component of the professional training of teaching staff. Environmental education, as an integral part of sustainable development, aims to develop the knowledge, skills, and attitudes necessary for understanding the relationship between humans and the environment, as well as for responsible decision-making in the environmental sphere. The experience of China, where the concept of "ecological civilization" has been institutionalized at the highest political level, is particularly significant in this process. The goal of building an ecological civilization was first officially proclaimed by the Communist Party of China at the 17th Congress in 2007, and then enshrined in the Party Constitution in 2012 and the Constitution of the People's Republic of China in 2018. These steps have emphasized the priority of environmental issues in state policy. The philosophical foundation of the Chinese approach is based on the ancient wisdom expressed by the philosopher Guan Zi: "If you think a hundred years ahead, there is nothing better than educating people" [7]. The impetus for the development of national environmental policy came from domestic environmental crises: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 283 the pollution of Dalian Bay and the fish poisoning in the Guanting Reservoir in 1972. These events initiated the first systemic measures for environmental protection and also contributed to a growing focus on environmental education. Since the 1970s, Chinese universities began developing and implementing environmental education programs. In 1977, Tsinghua University opened the country's first major in environmental engineering. By 1995, there were 241 higher education institutions offering environmental programs in China, and by 2012, that number had increased to 500. In addition to training specialists, elective environmental courses for non-specialists were actively introduced into educational practice, contributing to the expansion of an environmental worldview in society [8]. Internationally, China actively participated in global initiatives, including the 2002 World Summit on Sustainable Development, which outlined new objectives for promoting education for sustainable development. The decade 2005–2014 was a significant period for China to strengthen environmental awareness, particularly in higher education. Developing environmental competence in teachers is a key element of these processes. Environmental competence encompasses an understanding of the interdependence of natural and social systems, the ability to analyze environmental problems, imagine alternative development scenarios, consider uncertainty, and adapt to changing conditions. It also involves developing critical thinking skills, an interdisciplinary approach, empathy, and responsibility. Educators with environmental competence are capable of not only imparting knowledge but also shaping students' environmental thinking and behavioral attitudes. Thus, the sustainable development of environmental education in China is inextricably linked to the training of teachers capable of nurturing a new generation oriented toward the values of environmental sustainability and socially responsible interaction with the environment. In South Korea, enhancing the environmental competence of teaching staff is part of a broad national strategy for sustainable development and "green growth," officially adopted in 2008. Since then, Korea has been purposefully integrating environmental and climate goals into the education system, including higher education and teacher education. The environmental competence of university teachers is seen as key to developing students' knowledge, attitudes, and behaviors necessary to address contemporary environmental challenges [9]. The South Korean model of environmental education is built on the principles of interdisciplinary approaches, scientific validity, digitalization, and the active participation of the academic community in shaping the national environmental agenda. The Ministry of Education of the Republic of Korea, in conjunction with the Ministry of the Environment, is implementing a comprehensive program to train teaching staff and develop courses on sustainable development. Universities have been instructed to incorporate issues of ecology, climate change, energy, and sustainable cities into the content of courses in the humanities, engineering, and the natural sciences. Universities such as Seoul National University, Korea University, Yonsei University, and KAIST are developing their own environmental development strategies and establishing sustainability education centers that provide methodological and project-based work to faculty [10]. Particular attention is paid to training teachers under the "ESD for 2030" (Education for Sustainable Development 2030) program, which is being implemented in partnership with UNESCO (South Korea is a partner country for the implementation of the global agenda in East Asia). Faculty members undergo professional development courses, participate in international and regional forums, and gain access to modern digital platforms and databases such as KOCW SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 284 (Korea Open CourseWare) and KSDC (Korea Sustainable Development Council). Universities conduct assessments and certification of faculty members based on their level of engagement in the environmental agenda and research and educational activities related to sustainability [11]. Institutional practices also play an important role in enhancing environmental awareness. Universities are implementing so-called Green Campuses, engaging students in practical activities related to carbon footprint reduction, energy efficiency, waste recycling, and biodiversity conservation on campus. A key characteristic of South Korea is the close connection between science, education, and public policy. Teachers participate in the development of green growth strategies and plans to achieve carbon neutrality by 2050, and also serve on expert councils at ministries. This makes them not only bearers of environmental knowledge but also active agents of environmental transformation. Thus, improving environmental competence in South Korea is based on the integration of environmental values into the education system, digitalization of the educational process, government support, and participation in applied environmental initiatives. The South Korean experience demonstrates that with political will, interdepartmental cooperation, and investment in human capital, teachers can become central figures in the creation of an environmentally sustainable society. Enhancing the environmental competence of teaching staff in Central Asian countries is becoming increasingly important in the context of sustainable development in the region, which faces a number of pressing environmental challenges, from water scarcity to desertification and the effects of climate change. In recent years, the countries of the region—Kazakhstan, Kyrgyzstan, Tajikistan, and Turkmenistan—have taken steps to integrate principles of environmental sustainability into their higher education systems, but the scale and systematicity of these efforts remain uneven. In Kazakhstan, enhancing environmental competence is being implemented within the framework of the state program "Green Economy" and the national strategy for sustainable development. Kazakh universities, in particular Nazarbayev University and Al-Farabi Kazakh National University, are introducing courses on sustainable development, environmental safety, and climate change into teacher training programs. An important focus is seminars and trainings supported by the Ministry of Education and Science, as well as cooperation with international organizations such as UNDP, UNESCO, and the OSCE [12]. Universities are developing departments and research centers for sustainable development, engaging faculty in applied environmental research and environmental education for students. In Kyrgyzstan, environmental education has also become part of state policy, especially after joining the Education for Sustainable Development (ESD) initiative. Kyrgyz universities, including the Kyrgyz National University, conduct training and courses on ecology, sustainable development, and natural resource management. The practice of training teachers using a "train-the-trainer" format has become widespread thanks to collaboration with organizations such as GIZ (German Society for International Cooperation) and the OSCE Academy. Environmental modules are also being actively developed at pedagogical universities, focusing on local environmental issues, including air pollution, deforestation, and landslides. In Tajikistan, environmental competence is being developed in a resource-limited environment, but there is a trend toward integrating environmental topics into the curriculum. The National University of Tajikistan, as well as pedagogical universities, are incorporating elements of sustainable development into their curricula, with an emphasis on water resources, sustainable agriculture, and energy security. With the support of international partners such as the Central SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 285 Asian Regional Environmental Initiative (CAREC) and UNDP, faculty trainings, seminars on ecopedagogy, and pilot projects to raise awareness among students are being organized. Overall, enhancing the environmental competence of faculty in Central Asia is developing at the intersection of international expertise, national will, and local initiatives. Important future directions include creating a regional platform for sharing experiences, developing a unified methodological approach to teacher training, and institutionalizing an environmental component in educational policy. All these practices demonstrate that environmental competence is not limited to knowledge of environmental facts. It encompasses a wide range of qualities: a willingness to engage in interdisciplinary learning, the ability to build a teaching process that takes sustainability principles into account, active participation in university eco-culture, and personal environmental responsibility. Uzbekistan, drawing inspiration from international experience, can create its own model for enhancing the environmental competence of teaching staff, taking into account both global standards and local realities. This will contribute to the country's sustainable future and the formation of a new generation of environmentally conscious citizens. REFERENCES 1. Байденко В.И. 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