| Annotation |
“Green” schools, which are increasingly spreading all over the world, combining natural design,
resource-saving infrastructure and practical training in an ecological lifestyle, are gradually forming
an innovative model of environmental education for the interests of sustainable development. The
authors analyze the experience of organization and functioning of “green” schools in Germany,
Indonesia, New Zealand, Singapore, Finland, France, South Africa, South Korea, etc., whose
buildings are built of natural or eco-friendly materials using energy-saving technologies, natural
lighting, fresh air, etc. are used in classrooms. It is shown that recently the issues of climate change,
renewable energy sources, and carbon neutrality have been included in the agenda of the activities
of “green” schools. For this purpose, educational institutions in Germany, Italy, the USA, New
Zealand and other countries are equipped with solar panels, wind generators, heat pumps, biodiesel
production; separate waste collection and disposal is organized in them in order to achieve carbon
and energy neutrality. Also, Russian Federation has a number of large-scale initiatives called “green
school”, which, however, are more educational and enlightening than infrastructural in nature. The
results of the first national rating of “green” schools are presented, as well as the prospects for the
development of this initiative. In general, the connection with the natural environment, its inclusion
in school architecture and indirectly in the educational process, the use of eco-friendly resourcesaving
technologies is one of the relevant trends in the design of modern schools and the content of
their work on environmental education in the interests of sustainable development. |
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