INFORMATION SUPPORT FOR ENVIRONMENTAL PROJECT ACTIVITIES OF SENIOR GRADE STUDENTS OF ENVIRONMENTAL SCHOOLS

Abstract

The article is devoted to the issues of information support of environmental project activities of high school students with an environmental focus. The relevance of the study is due to the need to improve the process of environmental education through the effective use of information technologies and resources. The article deals with the theoretical foundations of information support for environmental project activities, in particular, the definition of "information support" in the context of environmental education and the role of information resources in the formation of environmental competence of high school students. Particular attention is paid to the main components of information support: sources of environmental information, the use of digital technologies, interactive platforms, as well as gamification and simulation technologies as a means of improving the efficiency of the educational process.Tools for analyzing environmental data, such as GIS technologies and environmental monitoring systems, are identified. The main problems arising from information support are then considered, including limited access to quality environmental data, insufficient digital competence of teachers and students, lack of an integrated methodological system in schools, and the impact of military operations on environmental education. To optimize the process, we propose ways to expand access to open scientific databases, use online platforms and mobile applications in project activities, implement integrated educational programs with an environmental focus, and develop partnerships between educational institutions, research institutions, and environmental organizations. The conclusions summarize the main findings of the study and outline prospects for further research in the field of information support for environmental education, which is an important step towards the development of sustainable environmental thinking among young people. The conclusions emphasize the importance of a comprehensive approach to information support of environmental education and offer prospects for further research in this area.