The study was conducted to identify the key psycho-pedagogical aspects that influence the effectiveness of environmental education of students in a globalized environment. In the study, surveys were conducted to assess the influence of psycho-pedagogical factors on environmental education and experiments were conducted to identify their impact on the educational outcomes of learners. During the study, it was found that students using different levels of cognitive skills such as knowing, understanding, applying, analysing, synthesizing and evaluating performed well in the experiments, highlighting the importance of applying this methodology to improve the quality of learning. Students participating in Science, Technology, Engineering, and Mathematics (STEM) projects showed a higher interest in environmental topics, as well as more active participation in discussions, indicating a high level of engagement in the learning process. The use of innovative technologies such as virtual laboratories and simulations significantly improved students? performance in practical environmental tasks. Participation in international projects was found to enrich knowledge of global environmental issues. However, the study revealed a low level of students? awareness of Kyrgyz environmental and educational legislation, which underlines the need to introduce it into the curriculum to enhance active citizenship.
Abakirov et al. (2025) studied this question.