ENGAGING OLDER ADOLESCENTS IN SOLVING SITUATIONAL TASKS (CASE STUDIES) AS A PEDAGOGICAL CONDITION FOR FOSTERING RESPONSIBLE USE OF NATURAL RESOURCES
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Author(s): | Sergeev M. O., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article substantiates the pedagogical condition for fostering responsible use of natural resources older adolescents in supplementary education institutions — namely, involving students in solving a series of situational problems (case studies) that simulate real-world environmental and socio-ecological conflicts. The relevance of this study stems from the need to move beyond a reproductive approach in environmental education and transition to person-centered forms of instruction that foster the development of adolescents’ active engagement with the environment. The theoretical foundation is provided by the principles of situational pedagogy and meaning-making, on the basis of which the essential characteristics of the concept of “students’ responsible use of nature” are clarified, operationalized as an integrative personal quality that encompasses a system of environmental knowledge, skills for environmentally oriented activities, the ability to critically assess the consequences of one’s actions, and experience in practical interaction with natural and social entities. The author proposes a typology consisting of four groups of situational tasks: analysis of the environmental consequences of everyday activities; value-based choices in the context of environmental alternatives; socio-environmental interaction; and emotional and value-based contact with nature. For each group, examples of case studies are provided (“Where Does the Trash from My Trash Can Go?”, “Is Environmental Protection Expensive?”, “A Second Life for Things,” “A Point on the Map,” etc.) with descriptions of the key methods (environmental reflection, identification, empathy, design) and a step-by-step implementation process (immersion, analysis, exploring alternatives, decision- making, project implementation, reflection). The testing confirmed that the proposed approach promotes responsible use of natural resources, the development of critical thinking, the ability to make informed decisions under conditions of uncertainty, the formation of a valuebased attitude toward nature as a partner in interaction, and the acquisition of practical experience in environmental conservation activities. | ||
| Keywords: | responsible use of natural resources, older adolescents, supplementary education, situational tasks, case study methodology, environmental education, pedagogical conditions, environmental reflection, value-based choices, socioenvironmental interaction, emotional and value-based connection with nature, critical thinking |
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| For citation: | Sergeev M. O. Engaging older adolescents in solving situational tasks (case studies) as a pedagogical condition for fostering responsible use of natural resources. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):580—585. DOI: 10.25683/VOLBI.2026.76.1739. |
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