The experience of the US higher education in the field of forming students’ ecological citizenship

Abstract

The aim of the article is to analyze the features and components of the experience of higher education in the United States in the formation of students’ ecological citizenship, as well as to determine the possibilities of adapting this experience in Ukraine. Methods. The study used comparative pedagogical analysis, critical analysis of scientific and pedagogical sources and practices of American universities, which provided a comprehensive study of theoretical foundations and educational models. Results. It was found that ecological citizenship in the context of the US higher education is considered as an integrated result of a combination of environmental knowledge, values, practical skills and civic participation. The key areas of its formation are outlined: interdisciplinary integration of environmental topics into educational programs, development of leadership and civic competencies of students, implementation of community service learning, environmental initiatives and a “green” campus policy. The effectiveness of such programs as Campus Sustainability Movement, Eco-Reps and Zero Waste Week, which combine academic training with practical activities and involve students in making environmentally significant decisions, is shown. Problems were also identified, including the fragmentation of the implementation of environmental practices, the lack of assessment tools, and the gap between theoretical approaches and real institutional capabilities. Conclusions. The experience of the US higher education in the formation of students’ ecological citizenship demonstrates a systematic, comprehensive, and multilevel approach that combines academic training, practical activities, and international cooperation. American pedagogical experience proves that the effective formation of students’ ecological citizenship is possible only under the condition of a systematic combination of educational reforms, practical activities, and the transformation of pedagogical culture. For Ukraine, the implementation of interdisciplinary educational components, the development of student environmental initiatives, the creation of “green campuses”, and the support of youth environmental leadership are promising.