The aim of the article is to analyze the organization of tourism and local history education for the sustainable development in the region and the preservation of natural and cultural heritage.

Methods. Analysis, study and generalization of scientific and methodological literature devoted to the system of tour- ism and local history education.

Result. Tourist and local history associations operate for students of pre- school and school levels of education, as well as in specialized secondary and higher educational institutions of the country, covering more than a million children of various ages.

Conclusion. The modern system of tourism and local history education in the Russian Federation is characterized by organizational, methodological, resource and environmental problems, the solution of which will lead to the optimization of the sustainable development in the region and the preservation of natural and cultural heritage.

The aim of the article is analyzing the strategy of the national education system in the context of trends in sustainable development and preservation of natural and cultural heritage.

Methods. Analysis, study and generalization of scientific and methodological literature on the Russian education system for sustainable education.

Result. The analysis of the national education system in the context of trends in sustainable education made it possible to identify the most important aspect of its strategy – the aspect of natural and cultural heritage.

Conclusion. Preservation of natural and cultural heritage is one of the factors for sustainable development; the strategy of the national education system should take into account the natural and cultural orientation of strategic measures.

The aim of the paper is to analyze the history of the development of the sustainable development concept in the field of education.

Methods. Analysis, study and generalization of scientific and methodological literature devoted to the history of the sustainable development concept.

Result. There is a growing interest in education for sustainable development in Russia and abroad. However, there is a problem in the materials on this topic. Russia and its regions need to transform the national education system and adapt it to the Sustainable Development Goals.

Conclusion. The concept of sustainable development in education, accumulated in the Russian regions and in the world, is being incorporated into education systems at all levels in order to promote education as a key factor of transformation, including at the regional level.

Aim. To show the effectiveness of events robinsonade in order to form the ecological culture of students and preserve the ecology in the Samara region.

Methods. Analysis, study and generalization of scientific and methodological literature devoted to the formation of the ecological culture of the individual through robinsonade.

Result. The variants and methods of conducting such events based on immersion, mastering, testing and reflection of students are shown in the article.

Conclusion. The proposed methods of conducting robinsonades increase the level of ecological culture among students and contribute to the preservation of Samara region ecology.

The aim of the article is to analyze tourism and local history education as a means of harmonious development of the younger generation.

Methods. Analysis, study and generalization of scientific and methodological literature devoted to the system of tourism and local history education.

Result. At all levels of the education system, tourism and local history education is implemented in the form of recreation and socially useful activities, the characteristic components of which are travel, excursion, walk, hike, expedition.

Conclusion. The key functions implemented by tourism and local history activities are educational, educational and developmental.

The aim of the paper is to describe the opportunities, to substantiate the need, to identify pedagogical conditions of integration of traditional and digital technologies in the environmental education of college students.

Methods: analysis of existing studies, questionnaires of students and teachers of the college, modeling the process of integration of traditional and digital technologies.

Result: It reveals pedagogical conditions, the creation of which makes it possible to successfully integrate traditional and digital technologies for solving problems of environmental education: complementing students' direct acquaintance with natural objects with their digital representation; application of a wide range of open educational resources on environmental issues; involvement of students in the creation of electronic educational resources of environmental topics; technical and methodical support of teachers in the use of digital resources; The involvement of digital and information and communication technologies in environmental education and training; the selection of integrated traditional and digital technologies based on the complementarity of their teaching capacities.

Conclusion: by itself, the use of digital tools and technologies in environmental education of students does not give the desired effect in solving the problems of environmental education. In order to achieve such an effect, it is necessary to integrate traditional and digital technologies, leading to the creation and introduction of new pedagogical practices with a set of organizational and pedagogical conditions.

The aim of the study is to identify, in the context of the global environmental crisis, a set of pedagogical conditions for the process of forming the ecological culture of schoolchildren in the interests of sustainable development.

Methods. Observation, analysis, study and generalization of pedagogical experience and scientific literature devoted to the formation of ecological culture.

Result. Based on the experience of school teachers and their own long-term pedagogical activity in a secondary school, effective pedagogical conditions for the formation of an ecological culture of schoolchildren in the process of educational activities have been identified.

Conclusion. The use in the general education school of the identified pedagogical conditions for the formation of the schoolchildren’s ecological culture (in the interests of the sustainable development of the region) in the process of educational activities is based on the implementation of the “mixed model” with the obligatory study of the interdisciplinary course “Ecology of Dagestan”, which helps to increase their effectiveness.

The aim of the study is to identify a set of pedagogical conditions for the environmental education of Dagestan schoolchildren for sustainable development.

Methods. Analysis, study and generalization of scientific and methodological literature devoted to the formation of ecological culture; generalization of the experience of applying models of environmental education for sustainable development.

Result. An analysis of the experience of educational activities made it possible to determine effective pedagogical conditions for the environmental culture formatio in the process of environmental education.

Conclusion. The implementation of the "mixed model" with the study of the "Ecology of Dagestan" interdisciplinary course helps to increase the effectiveness of environmental education for sustainable development in the region.

The aim of the study is the theoretical substantiation and development of a technology for the gradual entry of students in the system of vocational education into the future profession, based on the ideas of education for sustainable development.

Methods. Logical, cause-and-effect, generalizations, normative, design, forecasting, modeling, system-structural and structural-functional analysis, analysis of external environmental impact.

Result. A technology has been developed for the gradual entry of students in the system of vocational education into the future profession (within the framework of education for sustainable development) based on the integration of the formation of the motivational-value component of the personality with analytical, project and practice-oriented activities into a single complex, which is represented by the following stages: 1) motivational-value, the main task of which is the formation of positive motivation for future professional activity; 2) introductory-socio-technical-economic-ecological, its goal is to acquire knowledge about the profession from three main positions; 3) design, devoted to the development of the projects method on the example of the problems posed; 4) practice-oriented, based on two forms of practice: educational and industrial; 5) cultural and praxeological.

Conclusion. The authors of the study in the works of scientists did not reveal the integration of the considered types of pedagogical activity in a single technology. The activity under consideration is based on the provisions of a systematic approach to the integrated solution of environmental, social and economic problems. It is of an exploratory nature; in its implementation, certain environmental, social, technical and economic patterns are taken into account and identified, and the achievements of science are used. An important characteristic is its objectivity at all stages: when collecting information, drawing conclusions, developing and implementing a project, and developing recommendations. The phased implementation of the pedagogical technology presented by the authors of the study allows the student to form an interest in the future profession, his value-motivational sphere, will create conditions for the conscious acquisition of knowledge, the formation of practical skills and abilities of the future professional involved in building a sustainable society.

The aim of the paper is to define the concept of "ecological worldview" by highlighting its structural components (intellectual, emotional-value, effective-practical), the degree of development of which acts as diagnostic criteria for its formation.

Methods: analysis of information sources on the research issue, the results of a pedagogical experiment to identify the levels of components formation of the subjects ecological worldview.

Result. During the long-term diagnostics of students’ ecological worldview formation, a trend has been revealed that demonstrates a relatively low level of development of emotional-value and effective-practical components, with significant intellectual development.

Conclusion. To increase the level of development of emotional-value and effective-practical components, it is necessary to strengthen the use of situational tasks in the teaching practice, allowing the subjects to express their attitude to the problem under consideration, to demonstrate concrete practical actions.

The aim of the study is to generalize the international experience of biology teaching based on the sustainable development principles in terms of systematization of tools and methods for improving the biology teachers’ training.

Methods. The research materials were the results of a study by international researchers in terms of biology teaching in developed, developing and less developed countries. This article uses general scientific methods of research – analysis, synthesis and comparison.

Result. The author summarizes the international experience of biology teaching based on the sustainable development principles in terms of systematization of tools and methods for improving the biology teachers’ training.

Conclusion. The ecological thinking formation in the process of biology teaching is one of the tools for implementing the sustainable development principles in the education system. At the same time, traditional teaching methods do not allow the formation of cognitive activity sufficient to create competencies in the field of environmental conservation skills, since their development involves the use of an interdisciplinary approach, as well as the development of skills such as participation in discussions, implementation of project activities and decision-making. Therefore, it is necessary to use active teaching methods that allow students to develop cognitive activity. Currently, in international studies, the issue of the need to take into account the specifics of regional ecosystems in the educational process, as well as the use of an interdisciplinary approach in explaining the essence of environmental and socio-economic problems, is unresolved. In these conditions, the importance of improving the biology teachers’ training in terms of developing skills in the use of tools and methods of active learning and a creative approach to the development of approaches to the choice of teaching methods increases.

Aim. Familiarization with the "Samara Region Ecology" educational course for pupils of the 10^th or 11^th grade.

Methods. Analysis of local history literature, description of the structure and content of the developed training course.

Results. A summary of 11 chapters of the "Samara Region Ecology " course is presented, which is aimed at studying the natural and climatic conditions of the Samara region; natural resources, their rational use and protection; the ecological state of atmospheric air, surface and groundwater, soil cover, plants and animals; the basics of environmental diagnosis and monitoring, sanitary-hygienic living conditions of the people of the Samara region, their assessment.

Conclusions. The introduction of a training course on the ecology of the Samara Region into the practice of secondary schools in the Samara region will contribute to the interests of region sustainable development.

The aim of the article is to explore the possibilities of integrating basic and additional education in creating a special educational environment for the education of gifted students.

Methods. Analysis, generalization, questionnaire, pedagogical experiment.

Result. Analysis of educational activity allowed us to determine the most effective ways of interaction between basic and additional education in the education of gifted students.

Conclusions. Creation of a special educational environment helps to increase the effectiveness of gifted students teaching.

The aim is to consider the environmental education as a technological process, offering a technology for the development and functioning of the space of corporate environmental education in an amateur student team.

Methods. Analysis of scientific and methodological literature, study, comparison, systematization of scientific data, pedagogical experiment, observation, interview, design.

Result. As a result of the conducted research and pedagogical experiment, a unique technology for creating a space for corporate environmental education in an amateur student team was proposed and tested, and it was con- firmed its effectiveness.

Conclusion. The technology of creating and functioning of the space of corporate environmental education in an amateur student team contributes to improving the effectiveness of environmental education of young people, including: images-meanings, values, ecological and social role and status of the student, organizations in the educational space, social life, environmental development of the Russian Federation and the world as a whole, corporate environmental image and style.

The aim is to consider the approaches to environmental education of university students in the interests of the development of the territory.

Methods. Observation, generalization, testing, analysis of theoretical sources.

Result. The study revealed the effectiveness of the proposed components and principles of environmental education.

Conclusion. Environmental education is designed to help students study environmental issues and participate in solving problems to improve the environment. As a result, students develop competencies for making informed and responsible decisions.

The aim to substantiate the need for local linguistic work in the process of teaching Russian in a modern Dagestan school and to determine the directions and forms of work in the classroom.

Methods. Analysis of scientific, fiction, journalistic literature on the research problem, associative experiment.

Results. The results of the study showed that in the associative series of students there are few realities, in stereotypical reactions there are practically no words indicating knowledge of the history and culture of Dagestan, often there are only precedent names, such as “Cranes” by Rasul Gamzatov, Khabib Nurmagomedov.

Conclusions. The results of the experiment made it possible to determine the directions, techniques and forms, both traditional and new, of work in Russian lesson, to compose exemplary tasks and exercises within the framework of local linguistics. Attracting regional material will serve to develop the skills of inde- pendent work, cognitive interest among students, their national identity, a sense of pride in their small homeland.