Environmental Education as an Element of Olympic Education in the System of General Secondary Education Institutions of Ukraine

Abstract

The purpose of the article is to identify the main problems of implementing environmental education as an element of Olympic education within the system of general secondary education institutions in Ukraine and to substantiate effective ways to overcome them in order to improve the efficiency of environmental upbringing of students and develop their environmental culture. Methods. The study employed analysis of scientific sources and Internet materials, synthesis and generalization, methods of mathematical statistics, as well as a survey (questionnaire) of 56 teachers from general secondary education institutions across various regions of Ukraine that are part of the All-Ukrainian Network of Olympic Education Schools. Results. It was found that the integration of environmental education into the system of Olympic education is a promising direction for improving educational work in general secondary schools. Most of the surveyed teachers highly appreciate the importance of the environmental component in the content of Olympic education and recognize the need for its purposeful implementation in the educational process. At the same time, the research revealed several problems hindering effective realization of this direction. Among them are the insufficient number of methodological materials and didactic resources, the fragmented and episodic nature of environmental activities, limited integration of environmental topics into curricula, and low motivation of some teachers and students to participate in eco-sport initiatives. According to the survey results, the most effective ways to overcome these difficulties include conducting systematic educational activities for teachers (92 points) and students (91 points), involving prominent athletes and respected public figures in environmental education (88 points), as well as developing and implementing methodological recommendations that ensure the integration of environmental content into Olympic education (83 points). The obtained data confirm that environmental and Olympic education complement each other, creating conditions for the formation of a morally resilient, environmentally conscious, and socially responsible personality. Conclusions. The integration of environmental education into the system of Olympic education contributes to the formation of a holistic worldview among students, based on the ideas of sustainable development, harmony between humans and nature, as well as the principles of humanism, peace, mutual respect, and a healthy lifestyle. The teaching community recognizes the importance of this process, but its effective implementation requires improvement of both content and methodological support. The most productive approaches include activity-based learning, the involvement of athletes as positive role models, and the creation of a holistic model of environmental-Olympic education that combines ecological knowledge, values, and practical actions. Further research should focus on the development of innovative teaching methods, educational and methodological complexes, and a system for improving teachers’ qualifications, which will ensure the effective implementation of environmental education through the Olympic component of school upbringing. Keywords: environmental education, Olympic education, sustainable development, teachers, school students.