INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS INTO THE DISCIPLINE OF ZOOLOGY IN THE TRAINING OF BIOLOGY STUDENTS
Keywords:
sustainable development, zoology, problem-based learning, digital technologies, environmental education.Abstract
In modern educational paradigms, there is a growing trend towards integrating the Sustainable Development Goals (SDGs) into academic disciplines, driven by the necessity of fostering a comprehensive ecological worldview and equipping students with the skills to address global environmental challenges. Zoology, as a fundamental discipline, requires the incorporation of SDG principles, as it provides a deeper understanding of biodiversity, ecosystem functioning, and the interconnections between natural processes and human activities.
This study focuses on developing and assessing the effectiveness of methodological approaches for integrating SDGs into the zoology curriculum during the training of biology students. Innovative pedagogical techniques such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), the case study method, digital technologies, and field research were employed. The experimental study was conducted at a higher educational institution with the participation of 150 second- and third-year students, who were divided into a control group (75 students) and an experimental group (75 students).
The results indicate that integrating SDG principles into the zoology course significantly enhances students' awareness of global environmental issues, improves their analytical and research skills, and develops practical competencies in environmental conservation. In the experimental group, a substantial increase was observed in motivation for learning, ecological thinking, readiness for interdisciplinary analysis, and understanding of the links between zoology and ecology.
Statistical analysis, including Student’s t-test and correlation analysis, confirmed significant differences between the control and experimental groups. The application of active learning methods oriented toward SDG integration demonstrated higher effectiveness compared to traditional teaching approaches. These findings can be utilized to further improve educational programs in biological sciences, fostering ecological literacy and sustainable competencies in environmental conservation.
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