References

vovr

Высшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)

Vysshee Obrazovanie v Rossii = Higher Education in Russia

0869-36172072-0459

Moscow Polytechnic University

10.31992/0869-3617-2026-35-5-143-163

vovr-6267

Research Article

Статьи

Высшее экологическое образование в Казахстане и России: переход к устойчивому развитию и проектно-ориентированным технологиям

Higher Environmental Education in Kazakhstan and Russia: Transition to Sustainable Development and Project-Oriented Technologies

https://orcid.org/0000-0003-0128-7157

Сабденалиева

Г. М.

Sabdenalieva

G. M.

Сабденалиева Гульнарай Мусиралиевна – канд. пед. наук, доцент кафедры географии и экологии

050010, пр-кт Достык, 13, Алматы

Gulnarai M. Sabdenalieva – Cand.Sci. (Pedagogy), Associate Professor of the Department of Geography and Ecology

13 Dostyk ave., Almaty, 050010

sgulnaray@mail.ru

https://orcid.org/0000-0002-9879-8879

Жандосова

Г. О.

Zhandosova

G. O.

Жандосова Гулим Омирхановна – магистр, старший преподаватель кафедры географии и экологии

050010, пр-кт Достык, 13, Алматы

Gulim O. Zhandosova – Master, Senior Lecturer of the Department of Geography and Ecology

13 Dostyk ave., Almaty, 050010

Zhandosova1974@mail.ru

https://orcid.org/0000-0002-3169-0142

Редина

М. М.

Redina

M. M.

Редина Маргарита Михайловна – д-р экон. наук, профессор, Институт экологии

115093, г. Москва, Подольское шоссе, 8

Margarita M. Redina – Dr.Sci. (Economics), Professor, Institute of Ecology

8 Podolskoye hwy, Moscow, 115093

redina-mm@rudn.ru

https://orcid.org/0000-0003-1099-1154

Бердыгулова

Г. Е.

Berdygulova

G. E.

Бердыгулова Гульмира Ертисовна – канд. геогр. наук, доцент кафедры географии и экологии

050010, проспект Достык, 13, Алматы

Gulmira E. Berdygulova – Cand.Sci. (Geography), Associate Professor of the Department of Geography and Ecology

13 Dostyk ave., Almaty, 050010

gberdygulova@mail.ru

https://orcid.org/0009-0009-5566-3024

Нусипхан

И. Н.

Nussipkhan

I. N.

Нусипхан Инкар Нусипхановна – докторант

050010, проспект Достык, 13, Алматы

Ingkar N. Nussipkhan – PhD Doctoral Student

13 Dostyk ave., Almaty, 050010

inkarnusipkhan@gmail.com

Казахский национальный педагогический университет им. АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstan

Российский университет дружбы народов имени Патриса ЛумумбыРоссияPatrice Lumumba Peoples’ Friendship University of RussiaRussian Federation

2026

06062026

355143163

2026

Сабденалиева Г.М., Жандосова Г.О., Редина М.М., Бердыгулова Г.Е., Нусипхан И.Н.

Sabdenalieva G.M., Zhandosova G.O., Redina M.M., Berdygulova G.E., Nussipkhan I.N.

Данная работа распространяется под лицензией Creative Commons Attribution 4.0.

This work is licensed under a Creative Commons Attribution 4.0 License.

https://vovr.elpub.ru/jour/article/view/6267

В статье рассматриваются особенности развития высшего экологического образования в Казахстане и России в условиях усиления глобальных экологических вызовов и обновления образовательных подходов. Анализ современной научной литературы показывает, что при значительном интересе к проблематике образования для устойчивого развития сравнительные исследования постсоветских образовательных систем остаются ограниченными, а педагогические механизмы интеграции проектноориентированного обучения в формирование экологической компетентности студентов раскрыты недостаточно. Цель исследования заключается в анализе развития высшего экологического образования в Казахстане и России и обосновании роли проектно-ориентированного обучения в формировании экологической компетентности студентов. Методологическую основу составили сравнительно-исторический анализ, контент-анализ научных публикаций и образовательных программ, а также элементы системного подхода. В результате исследования установлено, что развитие экологического образования в обеих странах носит поэтапный характер и сопровождается переходом от преимущественно теоретической подготовки к практико-ориентированным моделям обучения. Выявлено, что российская система отличается более высокой степенью институциональной регламентации, тогда как казахстанская характеризуется большей гибкостью и вариативностью образовательных программ. Определено, что внедрение проектно-ориентированного обучения способствует развитию системного и критического мышления, а также формированию практико-ориентированных навыков студентов. Научная новизна исследования заключается в уточнении сравнительных характеристик развития экологического образования в Казахстане и России и выявлении педагогических условий эффективного применения проектно-ориентированного обучения в формировании экологической компетентности студентов.

The article examines the development of higher environmental education in Kazakhstan and Russia in the context of growing environmental challenges and recent changes in educational approaches. A review of academic literature suggests that, despite increasing attention to education for sustainable development, comparative studies of post-Soviet educational systems remain limited. At the same time, the pedagogical aspects of integrating project-based learning into the development of students’ environmental competence have not been sufficiently addressed. The aim of the study is to analyze the development of higher environmental education in Kazakhstan and Russia and to clarify the role of project-based learning in fostering students’ environmental competence. The research is based on comparative-historical analysis, content analysis of scientific publications and educational programs, as well as elements of a systems approach. The results show that environmental education in both countries has developed gradually and is currently shifting from predominantly theoretical instruction to more practice-oriented models. The Russian system is characterized by a higher level of institutional regulation, whereas the Kazakhstani system shows greater flexibility in the design of educational programs. The findings also indicate that the use of project-based learning supports the development of systems thinking, critical reasoning, and practical skills among students.

The scientific contribution of the study lies in refining the comparative understanding of environmental education development in Kazakhstan and Russia and in identifying pedagogical conditions that support the effective use of project-based learning in developing students’ environmental competence.

экологическое образованиеустойчивое развитиепроектно-ориентированное обучениеэкологическая компетентностьвысшее образованиеКазахстанРоссияESG

environmental educationsustainable developmentproject-based learningenvironmental competencehigher educationKazakhstanRussiaESG

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The authors declare that there are no conflicts of interest present.