EDUCATION FOR SUSTAINABLE DEVELOPMENT IN MODERN PRIMARY SCHOOL: CONDITIONS OF IMPLEMENTATION

Abstract

The article considers the problem of implementing education for sustainable development in the context of reforming national education and taking into account the realities and needs of today. In particular, the pedagogical conditions for the implementation of educational goals for sustainable development in the education of primary school students were analyzed and substantiated. Emphasis is placed on the need to update the content of standard primary school curricula with sustainable development content and education for sustainable development, including natural, civic and historical, social and health education sectors, which are implemented within the integrated course "I explore the world". It is proved that such integration reflects the ideas and principles of sustainable development, competently combines its key components and contributes to the formation of multifaceted, integrated competencies in primary school students.
It is established that an important pedagogical condition for educational goals for sustainable development is the use of pedagogical principles empowerment (motivation and inspiration for action). It was found that the main method of this concept is a partnership, which was built on the basis of active subject-subject interaction of participants in the educational process.
In the implementation of educational goals for sustainable development in the educational process of primary school we consider it necessary to form students’ soft skills: self-confidence, public speaking skills, complex problem solving, ability to work in a team, conflict resolution, emotional competence, creativity, ability to negotiate, cognitive flexibility, etc.
The importance of ensuring the interactivity of the educational environment of primary school as a condition for achieving the goals of education for sustainable development through the use of information and communication technologies and innovative teaching methods in lessons. This is especially true in the context of distance learning.
It is stated that these pedagogical conditions are interconnected and complementary, form a stable system of requirements necessary for the introduction of sustainable development ideas in the content of the educational program of primary school.