PROJECT-BASED LEARNING IN INCLUSIVE EDUCATION AS A TOOL FOR DEVELOPING ENVIRONMENTAL AWARENESS AND SUSTAINABILITY COMPETENCIES

Abstract

Abstract. The article examines the potential of project-based learning in inclusive education as a pedagogical tool for developing environmental awareness and sustainability competencies in learners. The relevance of the study is determined by the need to update the content of general secondary education in accordance with the principles of the New Ukrainian School, the goals of Education for Sustainable Development, and the modern understanding of inclusion as ensuring the active participation of all learners regardless of their individual educational needs, level of academic achievement, or communication characteristics.

The purpose of the study is to theoretically substantiate the feasibility of using project-based learning in an inclusive educational environment and to determine its potential for developing environmental responsibility, systems thinking, teamwork, critical analysis of information, and students’ ability to participate in solving local problems of sustainable development.

The research methodology is based on the analysis of scientific literature, regulatory and conceptual documents in the field of inclusive education and Education for Sustainable Development, as well as on the generalization of modern approaches to organizing project activities. The methods of theoretical analysis, comparison, systematization, pedagogical modelling, and generalization were used. Particular attention is paid to the principles of Universal Design for Learning, which provide for variability in the ways information is presented, learners are engaged in activities, and learning outcomes are demonstrated.

The scientific novelty of the study lies in substantiating the relationship between project-based learning, inclusive pedagogy, and the development of sustainability competencies. It is proved that project-based learning in an inclusive environment contributes not only to the acquisition of knowledge, but also to the formation of a value-based attitude toward the environment, responsibility for a common result, the ability to work in a team, and the capacity to propose realistic solutions for a school, community, or local environment. Prospects for further research are related to the empirical verification of the effectiveness of the proposed model and the development of criteria for assessing the formation of environmental awareness and sustainability competencies in learners of secondary and higher education.