THE CONCEPTUAL FRAMEWORK OF FORMING ECOLOGICAL KNOWLEDGE IN THE TEACHING PROCESS OF THE "EDUCATION" SUBJECT TO PRIMARY SCHOOL STUDENTS

In the educational process, the subject of "Education" plays a significant scientific-theoretical and practical role in shaping students’ ecological knowledge and perspectives. Addressing modern environmental problems and cultivating ecological culture from an early age requires considerable time and effort. This article highlights the exercises in the subject "Education," the directions of ecological upbringing, and methodological approaches aimed at observing students’ attitudes toward nature. It analyzes lessons and techniques such as ecological discussions, observations, games, group activities, and expressing opinions through drawings. The study substantiates how lessons in “Education” can foster the foundation of ecological thinking in students, including caring for nature, properly managing issues, and the sustainable use of resources like water and air. The article also briefly discusses ecological and moral education systems in other countries, such as Russia, Kazakhstan, Turkey, and Japan, which may differ in form and name but share the common goal of cultivating a conscious attitude toward nature in children. The subject of "Education" serves as a means of ecological upbringing, helping to develop ecological culture and a sense of responsibility among children. This, in turn, contributes to the formation of active, conscious individuals who are not indifferent to their environment—both during their studies and in the future as members of society.