THE BEGINNING OF A CHILD’S ENVIRONMENTAL EDUCATION: VIEWS OF BIOLOGICAL SPECIALTIES STUDENTS

Abstract

The purpose of this article is to identify and analyze the views of biological specialties students regarding the optimal age to begin environmental education for children. The study is particularly relevant in the context of global environmental challenges, where the formation of an environmentally conscious society is a priority. The theoretical basis of the work is an analysis of scientific sources by Ukrainian and foreign scientists, who emphasize the importance of a child’s early emotional and sensory connection with nature as a foundation for subsequent pro-ecological behavior. The empirical part of the study was conducted using an online survey, involving 236 students from the bachelor’s and master’s programs of the biological faculty at Uzhhorod National University. The data were processed using the IBM SPSS Statistics 23 software, which allowed for a quantitative and qualitative analysis of the results based on educational level (bachelor’s/master’s), gender, form of study, specialty and the location of their native school. The findings reveal that the vast majority of respondents (over 90%) consider the preschool period to be the optimal age for the beginning of environmental education. This indicates a deep understanding among biological students of the fundamental principles of personality development, which are shaped during early childhood. The analysis using the Pearson’s χ²-criterion confirmed that the students’ views are statistically similar across most demographic characteristics (gender, form of study, location of home school, specialty), indicating the universality of their beliefs. However, a statistically significant difference was found between the views of bachelor’s and master’s students. Master’s students, who have greater experience in scientific research and a deeper understanding of the subject matter, tend to favor earlier stages for the start of environmental education. This confirms that experience and the level of academic training influence the professional and pedagogical views of future specialists. The results of the study have practical value for improving educational programs aimed at developing environmental competence and for training future teachers.