| Annotation |
The idea of the article is to analyze ecological culture as a goal and predictable result of environmental
education and enlightenment, to consider it as a level education (environmental literacy, environmental education,
environmental competence) and to study the ways to assess it. An attempt to comprehend the concept
of “environmental literacy” in the context of the concept of the formation of functional literacy of students, to determine the contribution to the environmental culture of education and enlightenment is made. The options
for determining environmental literacy in domestic and foreign literature are provided. The results of the Russian-
Finnish LALAPETE project “Innovations in the field of reuse and environmental education” (2020–2021)
are presented to make a comparative analysis of the awareness of Russian and Finnish respondents on the
environmental and sustainable development issues. The article presents the results of a study of the features
of the ecological culture formation of Russian and American students, conducted by P. O. Ermolaeva within
the framework of a cross-cultural project. The results of the environmental awareness among schoolchildren
(four comparable comparative studies conducted by A. Pavlov in 1902 (a sample of 100 respondents, students
aged 11–15 years), S. Alekseev in 1991, 2012 and 2023 are presented in the article. The article also
provides a comparative analysis of a number of provisions on the state of school environmental education
obtained during the study, and the results of the study by S. V. Alekseev in 2022 in the education system of St.
Petersburg. The development of a pilot project for the transition from environmental literacy to environmental
culture on the basis of the eco-humanitarian model “6+1” has been carried out, which includes the principles
of humanitarianism and environmental friendliness, scientific conformity and cultural conformity, uncertainty
and manufacturability, the attractor of which should be the vector of security. |
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