asuВестник Атырауского университета имени Халела ДосмухамедоваBulletin of the Khalel Dosmukhamedov Atyrau University2077-01972790-332XАтырауский университет имени Халела Досмухамедова10.47649/vau.26.v80.i1.21asu-2725Research ArticleПЕДАГОГИКА И ПСИХОЛОГИЯPEDAGOGY AND PSYCHOLOGYОТ ЭКОЛОГИЧЕСКОГО ОБРАЗОВАНИЯ К ЭКОИДЕНТИЧНОСТИ: МОДЕЛЬ РАЗВИТИЯ ЭКОЛОГИЧЕСКИХ КОМПЕТЕНЦИЙ У СТУДЕНТОВФИЗИКОВFROM ENVIRONMENTAL EDUCATION TO ECO-IDENTITY: A MODEL FOR THE DEVELOPMENT OF ENVIRONMENTAL COMPETENCIES IN PHYSICS STUDENTShttps://orcid.org/0000-0003-4529-0999РахметоваМ.RakhmetovaM.

Майрагуль Рахметова – магистр кафедры «Физика и технические дисциплины»,

г. Атырау

Mairagul Rakhmetova – master, Department of «Physics and technical disciplines»,

Atyrau

maira_12_05@mail.ruhttps://orcid.org/0000-0003-0095-3533АбыкановаБ.AbykanovaB.

Бакытгуль Абыканова – кандидат педагогических наук, профессор кафедры «Физика и технические дисциплины»,

г. Атырау

Bakytgul Abykanova – candidate of pedagogical sciences, professor, Department of «Physics and technical disciplines»,

Atyrau

bakitgul@list.ruhttps://orcid.org/0009-0008-0221-0286КайыржанМ.KairjanM.

Манас Кайыржан - магистр, преподаватель кафедры «Физика и технические дисциплины»,

г. Атырау

Manas Kairjan - master, senior lecturer, Department of «Physics and technical disciplines»,

Atyrau

ketebaev19@mail.ruhttps://orcid.org/0009-0005-1032-1961КуанышеваА. А.KuanyshevaA. A.

Куанышева Асель Айткалиевна - магистрант 1- курса,

г. Атырау

Kuanysheva Assel Aitkalikyzy - 1st year master's student,

Atyrau

Akuanysheva@apec.edu.kzАтырауский университет имени Х.ДосмухамедоваКазахстанKh.Dosmukhamedov Atyrau UniversityKazakhstan202618052026801242255Copyright © Рахметова М., Абыканова Б., Кайыржан М., Куанышева А.А., 20262026Рахметова М., Абыканова Б., Кайыржан М., Куанышева А.А.Rakhmetova M., Abykanova B., Kairjan M., Kuanysheva A.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://asu.ejournal.kz/jour/article/view/2725

В условиях обострения глобальных экологических проблем особенно актуальна комплексная экологическая подготовка в системе высшего образования, в частности в таких естественнонаучных дисциплинах, как физика. Цель статьи заключается в разработке и экспериментальной проверке модели формирования экоидентичности у студентов-физиков в системе высшего образования, а также в оценке ее эффективности в повышении уровня экологической компетентности и формировании устойчивых ценностных установок, ориентированных на принципы устойчивого развития. В данной статье представлена модель формирования экоидентичности у студентов-физиков. Для проверки эффективности модели было проведено квазиэкспериментальное исследование с участием 46 студентов 3-го курса специальности «Физика» Атырауского университета (23 в экспериментальной группе и 23 в контрольной). В экспериментальной группе обучение по физике дополнялось реализацией данной модели, тогда как в контрольной группе использовалась традиционная программа. Оценка уровня экологической компетентности и сформированности экоидентичности проводилась до и после эксперимента. Статистический анализ (ANOVA, t-критерий) показал, что в экспериментальной группе наблюдается значимое повышение показателей экологической компетентности и более выраженное становление экологической идентичности по сравнению с контрольной. Результаты подтверждают гипотезу о том, что внедрение структурированной модели развития экоидентичности в преподавание физики способствует углублению экологической осведомленности студентов и формированию у них личностной приверженности ценностям устойчивого развития. В завершение статьи обсуждаются значения полученных результатов для преподавания физики и подготовки будущих учителей, а также даются рекомендации по внедрению модели в образовательный процесс и последующим исследованиям по поддержанию развития экоидентичности.

As global ecological challenges intensify, the need for comprehensive environmental education in higher education becomes critical, especially in scientific fields like physics. The purpose of the article is to develop and experimentally verify a model for the formation of eco-identity among physics students in the higher education system, as well as to evaluate its effectiveness in improving the level of environmental competence and the formation of sustainable values oriented towards the principles of sustainable development. This paper presents a model for developing ecological identity in physics students. A quasi-experimental study with 46 third-year physics students at Atyrau University (23 experimental, 23 control) was conducted to test the model. The experimental group’s curriculum was enriched with the eco-identity development model, while the control group followed a traditional curriculum. Pre- and post-intervention assessments of environmental competence and ecological identity were carried out. Statistical analysis (ANOVA, t-tests) showed that the experimental group achieved significantly greater gains in environmental competence and stronger ecological self-identification than the control group. The results confirm the hypothesis that embedding a structured eco-identity model in physics education can foster deeper environmental awareness and personal identification with sustainability values. This study’s findings have important implications for physics education and teacher training, demonstrating that cultivating eco-identity alongside scientific knowledge is key to preparing future educators and professionals for sustainable practice. The paper concludes with recommendations for integrating the model in broader educational contexts and suggestions for future research on sustaining eco-identity development.

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The authors declare that there are no conflicts of interest present.