ENVIRONMENTAL COMPETENCE AS AN IMPORTANT COMPONENT OF THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY

Introduction. The 21st century was marked by unprecedented scientific and technical achievements and at the same time a real threat of a global environmental crisis. The disproportionality of the rate of growth of environmental problems and the creation of effective tools for combating them is obvious. The war in Ukraine has also led to negative environmental consequences. In this regard, society has catalyzed the processes of global environmental policy development to solve these problems, while environmental education plays an important role. Thus, to solve the urgent environmental problems of the environment and health care, it is particularly relevant for future teachers to acquire environmental competence in the process of professional training to develop the environmental consciousness of the younger generation and society as a whole. Purpose. The article aims to substantiate the need for the development of environmental competence of future teachers of labor education and technology as an important component of their professional competence in the conditions of work in the New Ukrainian School, based on the analysis of regulatory and legal acts and scientific and pedagogical literature. Methods. To achieve the goal, the following theoretical methods were used: analysis of regulatory documents and scientific works of researchers, comparison, synthesis, systematization, and generalization of information. Results. The analysis and generalization of scientific approaches to the interpretation of the essence of the professional competence of the future specialist were carried out. Based on the analysis of normative legal documents and scientific works of researchers, the importance of the developing ecological competence of future teachers of labor education and technologies in the conditions of the new Ukrainian school and sustainable development is substantiated. It has been established that environmental competence is an important component of the professional competence of these specialists. It was determined that, in this context, project-technological activity is of great importance as a means of developing the environmental competence of future teachers of labor education and technologies and students of general secondary education institutions. Originality. The authors proposed comprehensive research containing an analysis of the normative acts contained in the national educational legislation, and the scientific achievements of scientists with the justification of the need for the development of environmental competence of future teachers of labor education and technologies. Conclusion. The analysis of regulatory documents and scientific and pedagogical literature makes it possible to assert that a teacher of labor education and technologies should have a high level of environmental competence and be able to implement environmental education of students.