The Pedagogical Essence of A Culture of Environmental Responsibility: Theoretical and Conceptual Foundations for Integrating Students’ Ecological Knowledge, Value Attitudes and Responsible Behaviour

The article interprets a culture of environmental responsibility not as a sum of knowledge, values and behaviour but as their pedagogically governed integrity. It distinguishes cognitive awareness, value acceptance, practical choice and reflexive accountability. An authorial “knowledge, value, action, reflection” cycle is substantiated. The findings are theoretical criteria for designing a pedagogical mechanism rather than experimental evidence.