Enhancing Environmental Stewardship in Life Sciences ‎Education: Integrating Project-Based Learning and ‎Nanotechnology Perspectives

  • Authors

    • Valentyna Miroshnichenko D. Sc. in Pedagogy, Prof., Professor of the Pedagogy Department, National University of Life and Environmental Sciences of Ukraine‎
    • Yuliya Adamchuk Senior Teacher of the Department of Psychology, Pedagogy and Socio-Economic Disciplines, Bohdan Khmelnytskyi National Academy of ‎the State Border Guard Service of Ukraine
    • Petro Dziuba Ph.D. in Pedagogy, Lecturer of the Geneyal Militari Disciplines Department, Bohdan Khmelnytskyi National Academy of the State Border ‎Guard Service of Ukraine
    • Andrii Bilorus Ph.D. in Pedagy, Assoc. Prof., Associate Professor of the General Military Discipline Department, Bohdan Khmelnytskyi National Academy ‎of the State Border Guard Service of Ukraine
    • Maksym Filippov Ph.D. in Psychology, Assoc. Prof., Associate Professor of the General Military Disciplines Department, Bohdan Khmelnytskyi National ‎Academy of the State Border Guard Service of Ukraine
    • Valentyn Demskyi Ph.D. in Pedagogy, Senior Researcher, Senior Researcher of the Research Department, Bohdan Khmelnytskyi National Academy of the ‎State Border Guard Service of Ukraine‎
    https://doi.org/10.14419/dx720d57

    Received date: May 28, 2025

    Accepted date: June 27, 2025

    Published date: July 8, 2025

  • Environmental Culture; Environmental Education; Life Sciences; Nanotechnology Applications; Professional Training; Project-Based Learning ‎‎(PBL); Sustainability.

  • Abstract

    Addressing escalating global environmental challenges necessitates professionals equipped with both specialized knowledge and a strong ‎sense of environmental responsibility. This study investigates an innovative educational approach integrating Project-Based Learning (PBL) ‎with perspectives on nanotechnology applications to cultivate environmental culture among learners pursuing professional qualifications ‎potentially related to life and environmental sciences. PBL engages students in authentic problem-solving related to environmental issues, ‎fostering critical thinking and collaborative skills essential for life science careers. Introducing nanotechnology concepts provides insights ‎into cutting-edge solutions for environmental remediation, monitoring, and resource efficiency (e.g., water purification, sustainable ‎agriculture). We implemented an educational intervention involving learners (n=112 in experimental group, n=115 in control) and assessed ‎changes in their environmental culture using predefined criteria (motivational-value, informational-cognitive, resultative-pragmatist). Pre- ‎and post-intervention assessments revealed statistically significant improvements in all criteria for the experimental group exposed to the ‎integrated PBL-nanotechnology approach compared to the control group. The findings suggest that combining active learning methodologies ‎like PBL with forward-looking technological perspectives like nanotechnology can effectively enhance learners' environmental awareness, ‎understanding of sustainability principles, and preparedness to act as environmentally conscious professionals within life science and related ‎fields. This approach holds promise for developing future leaders capable of contributing to sustainable development goals‎.

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  • How to Cite

    Miroshnichenko, V. ., Adamchuk , Y. ., Dziuba , P. ., Bilorus , A. ., Filippov , M. ., & Demskyi, V. . (2025). Enhancing Environmental Stewardship in Life Sciences ‎Education: Integrating Project-Based Learning and ‎Nanotechnology Perspectives. International Journal of Basic and Applied Sciences, 14(SI-1), 234-238. https://doi.org/10.14419/dx720d57