SUSTAINABLE DEVELOPMENT AND RATIONAL NATURE MANAGEMENT IN THE EDUCATIONAL PROCESS

Introduction. The article examines the problems of the formation of sustainable development, ecological knowledge, and rational use of nature among students of grades 10-11. The concepts of sustainable development and nature management in high school are revealed, and the main methods of studying this topic are also described. The curriculum for secondary education institutions, approved by the Ministry of Education and Science of Ukraine, was analyzed. The practical approach to educating the young generation is highlighted, which is based on a systemic-structural approach and an ecological one, which formulates a competent attitude to the environment in schoolchildren, makes it possible to understand all the processes and phenomena that take place in it, and how they directly affect human health. Today, there is a task aimed at the protection and preservation of the natural environment and the implementation of the Concept of sustainable development and rational nature management, which is based on the idea of coordinated management of three interrelated areas – ecology, economy and social processes. And also to teach this concept to students in grades 10-11. Purpose. The acuteness of modern ecological problems has been put before pedagogical theory and school practice for the task of educating the young generation in the spirit of a careful, responsible attitude towards nature, capable of solving the issue of rational protection of natural resources and the use of abundant resources. In order for these requirements to become the norm of every person's behaviour, it is necessary to purposefully cultivate a sense of responsibility for the state of the environment from childhood. Methods. Аnalysis of environmental literature, content analysis of basic concepts, generalization, and modelling with the aim of developing models and technologies for the formation of sustainable development and nature use. Results. We analyzed the curriculum for secondary education institutions, approved by the Ministry of Education and Science of Ukraine (Order No. 1407 of 10/23/2017). The main conceptual idea of the curriculum is based on the implementation of functional, systemic- structural and ecological approaches and consists of the formation of natural and scientific competence of schoolchildren through the assimilation of knowledge about living nature as a whole system, the development of value orientations in relation to nature [2]. Conclusion. From the above, it can be concluded that the main principles of formation of research skills of sustainable development and rational use of nature in students of 10-11 grades are: • systematicity, complexity and continuity of environmental education; • the priority of environmental knowledge in the system of culture and education; • focus on environmental education and upbringing on citizens' understanding of personal responsibility for preservation and restoration of the natural environment and careful use of its resources; • openness and availability of environmental information; • universal environmental education of all social and age groups of the population; • coordination of the actions of state authorities, local self-government bodies, educational institutions, organizations and institutions dealing with issues of education, culture and science, mass media, public organizations and citizens in the field of ecological culture and education.