By Dr. Olga Donets
At the threshold of the third millennium, environmental education has become an essential component of harmonious and ecologically safe development. Raising environmental awareness among the population and training highly qualified specialists are recognized as crucial measures for ensuring the transition toward sustainable development across all nations. Over the past decades, environmental education has become an integral part of state policies in developed countries, as its significance extends far beyond conventional educational curricula. It serves as a vital tool for fostering environmental consciousness in society, stimulating the growth of “green” professions, and facilitating adaptation to emerging ecological challenges, particularly in the context of climate change and sustainable development.
For Ukraine, environmental education is also a fundamental element in shaping environmental awareness and fostering responsible attitudes toward the natural environment. A key prerequisite for its development in the country is the gradual alignment of national environmental legislation with European Union standards, as stipulated in the Association Agreement between Ukraine and the EU and within the framework of the country’s environmental reform. The modern system of environmental education is an integral part of the educational process and aims to shape a new worldview based on the harmonious coexistence of humans, nature, and society.
It is worth noting that Ukraine was the first country in Central and Eastern Europe to adopt the Concept of Environmental Education in 2001. Its primary objective is to cultivate environmental thinking and awareness of the intrinsic value of the natural environment as a unique resource essential for the well-being of both individuals and humanity as a whole. The document emphasizes the importance of understanding the interconnection between the state of the Earth’s biosphere, its components, and global climate processes. In Ukraine, environmental education is implemented at several levels, each of which faces various challenges and issues. Let us examine them.
The first level is preschool education, where the primary goal is to instill basic environmental skills and foster children’s awareness of their role in environmental conservation. Despite the recognition of the importance of early environmental education, systemic issues hinder its effective development in Ukraine. In particular, the lack of a unified regulatory framework complicates the implementation of sustainable environmental standards in preschools. Ukrainian legislation in this area still lags behind European requirements, as it does not mandate the integration of environmental topics into state educational programs. Existing recommendations on environmental education in preschool institutions are largely declarative and not obligatory for implementation, leading to significant disparities in environmental teaching approaches across different regions of the country.
By contrast, the experience of European countries demonstrates the importance of integrating environmental standards into the preschool education system at the level of state policy. For example, Finland actively employs the concept of outdoor education, which involves engaging children in exploring their surroundings through play, experiments, and observation. Similar approaches are applied in Germany, where numerous forest kindergartens (Waldkindergarten) operate based on the principle of continuous outdoor activities, allowing children to interact with nature and comprehend its laws. In Sweden, preschool programs actively involve children in environmental projects, such as caring for green spaces, which helps instill a responsible attitude toward nature from an early age.
Unfortunately, the situation in Ukraine is markedly different. Preschool educational institutions often lack the necessary resources to conduct high-quality environmental lessons: there is a shortage of both educational and methodological materials and qualified educators equipped with modern environmental knowledge and teaching methods (the training of teaching staff in this area is insufficient). Another significant challenge is the limited funding for environmental initiatives in the education sector. The lack of state investments in the establishment of environmental centers, the development of educational programs, and the provision of material and technical support results in environmental education remaining secondary within the preschool system. At the same time, a significant portion of existing initiatives is implemented solely through the support of international partners and non-governmental organizations.
School-based environmental education plays a crucial role in shaping the environmental consciousness of the younger generation, which is fundamental to sustainable development. In the context of global environmental threats, climate change, and degradation of natural resources, integrating environmental components into school curricula is of strategic importance. In Ukraine, this issue is particularly relevant in the framework of adapting the national education system to European standards and the urgent need to prepare future professionals capable of addressing contemporary challenges. Despite efforts aimed at improving environmental education in Ukraine, several significant issues still hinder its effectiveness in general secondary schools.
First and foremost, it is worth noting that environmental knowledge in schools is mainly taught in a fragmented manner, within subjects such as biology, geography, or natural sciences. The lack of an integrated interdisciplinary approach leads to environmental topics being considered in isolation from the socio-economic context and real-world environmental issues. Moreover, school curricula often fail to meet contemporary challenges and remain outdated. For instance, topics related to climate change, circular economy, resource-efficient production, green energy, and ecosystem services are practically absent from school textbooks.
Meanwhile, in European Union countries, environmental education covers a broad spectrum of topics, including environmental ethics, sustainability issues, and practical resource management skills. Finland is a leader in the field of school-based environmental education, where environmental literacy is integrated into curricula at all levels of education. The Finnish Ministry of Education and Culture implements the ‘Green School’ (Vihreä lippu) program, which includes: 1) integrating environmental knowledge across all subjects; 2) organizing practical activities, such as waste sorting in schools, using solar energy for lighting, and establishing environmental laboratories; 3) encouraging active cooperation between schools and environmental organizations. Additionally, students participate in monitoring environmental conditions, conducting ecological research, and learning energy efficiency through real-life examples. This approach not only enhances knowledge but also fosters a sense of responsibility for nature among children. Another example is France, one of the few countries where environmental education has been a state policy priority since 2004, when the Guidelines for the Generalization of Environmental Education for Sustainable Development (EEDD) were adopted. These guidelines include: 1) the introduction of specialized learning modules on climate change and biodiversity; 2) mandatory practical projects for students (focused on developing local environmental initiatives); 3) teaching environmental responsibility by engaging students in public environmental activities. Unfortunately, in Ukraine, state-supported environmental initiatives lack a systematic approach. Despite the existence of the Concept of Environmental Education and specific directives from the Ministry of Education and Science of Ukraine, most schools lack the capacity to implement large-scale environmental projects. As a result, such initiatives remain sporadic.
Moreover, one of the key challenges for Ukraine remains the insufficient level of teacher training in environmental disciplines. A situation arises where, even when environmental topics are included in curricula, their teaching is often superficial, lacking depth and practical application. This significantly reduces the effectiveness of environmental education and its impact on shaping students’ environmental awareness.
Unlike in Ukraine, many EU countries, including Germany, France, and Sweden, have systematic teacher training programs that equip educators with modern teaching methodologies, interactive approaches, and interdisciplinary connections. As a result, teachers are not only able to effectively transfer knowledge but also engage students in active environmental problem-solving. In Ukraine, however, the issue of teacher professional development remains inadequately regulated, forcing most educators to seek additional materials and resources on their own. The lack of centralized support and limited access to specialized training programs make teaching environmental subjects significantly more difficult, reducing the overall quality of environmental education. Addressing this issue requires the implementation of comprehensive teacher training and professional development programs, which would help integrate modern educational practices and approaches necessary for effective environmental education.
Another significant problem in Ukraine is the absence of a practical approach to environmental education. Theoretical instruction in environmental disciplines without practical reinforcement prevents students from fully understanding the importance of environmental protection. In many countries, environmental education is based on active learning methods, where students participate in environmental projects, engage in conservation activities, establish school-based environmental laboratories, and monitor environmental conditions. For instance, in Finland, the “Green School” program allows students to learn about waste recycling, participate in energy-saving projects, and implement ecological initiatives within their communities. By contrast, in Ukraine, such initiatives are primarily carried out by non-governmental organizations and international donors, rather than being an integral part of national education policy. The lack of a centralized approach to environmental education results in unequal opportunities, where students in urban areas—where active environmental movements and financial support are present—have access to higher-quality environmental education, while students in rural regions remain underserved.
It is also important to highlight that low levels of environmental awareness among students are partly due to the fact that environmental topics remain outside the national educational priorities. In many EU countries, state programs promote environmental education among schoolchildren and students, whereas in Ukraine, such initiatives lack a systematic framework.
Vocational environmental education in Ukraine should be based on the content, forms, and methods of school-based environmental education while considering the specific environmental impacts of different industrial sectors. However, the country currently lacks a systematic approach to integrating environmental disciplines into the curricula of vocational education institutions. Firstly, environmental subjects in vocational education are not mandatory for all specialties. Environmental courses are often treated as elective subjects or integrated into other disciplines, which fails to provide students with a comprehensive understanding of modern environmental challenges. Secondly, one of the main problems is the outdated nature of the curricula, which do not align with contemporary challenges or European standards. Most educational institutions still rely on approaches that do not incorporate modern environmental monitoring technologies, natural resource management methods, or environmental impact assessments. In contrast, in many EU countries, environmental courses are an essential part of the educational process across various fields of study. For example, in Germany and Austria, the dual education system mandates the compulsory study of environmental aspects in construction, energy, industry, and agriculture. In the Netherlands, vocational college students must complete at least 50% of their education through internships in businesses and industries. However, Ukraine lacks a well-established dual education system for environmental disciplines, creating a disconnect between theoretical training and practical skills.
Among the pressing issues in vocational environmental education in Ukraine are limited government funding for relevant institutions and the low popularity of environmental specialties among applicants. Regarding the latter, young people tend to choose technical or economic fields, as environmental professions are perceived as less prestigious and financially less attractive. In Sweden, this issue has been addressed through a state-run information campaign, which promotes environmental professions, highlighting their importance for sustainable development. However, in Ukraine, there is still no systematic strategy for popularizing green professions, leading to low interest among young people in this field.
Higher environmental education aims, on the one hand, to finalize the formation of environmental awareness among professionals in various fields and, on the other hand, to train specialists with higher environmental education at four levels (preliminary, basic, and two levels of complete higher environmental education), differing in depth, thoroughness, and specialization. Higher environmental education is a crucial component in preparing professionals who can tackle modern challenges in environmental protection and sustainable development. However, despite the growing importance of environmental issues and the need to harmonize Ukrainian legislation with EU standards, higher environmental education in Ukraine faces a number of serious challenges that hinder its development. These include: 1) outdated legal frameworks, which do not fully reflect modern challenges and threats to environmental security; 2) lack of practical training for future professionals; 3) low motivation among students to pursue environmental fields (according to the Ministry of Education and Science of Ukraine, enrollment in environmental programs is significantly lower compared to other fields, due to the low popularity of these professions among applicants); 4) insufficient funding for higher environmental education; 5) mismatch between existing curricula and the demands of the labour market. Another critical issue is the limited integration of environmental disciplines into non-environmental specialties. While in EU countries, environmental aspects are studied across a wide range of disciplines – from economics to engineering and architecture – in Ukraine, they mostly remain isolated within narrow specializations. In Sweden, for example, environmental education is embedded at all levels of study, including business management and urban planning, fostering the development of green competencies among a broad range of professionals.
At the same time, for Ukraine, the development of both environmental education in general and higher environmental education specifically is becoming increasingly relevant, as it is not only part of the overall education strategy but also a critical prerequisite for the post-war recovery of the country. The Russian military aggression against Ukraine has caused not only human suffering and massive destruction but has also turned the environment into a “silent victim” of war, polluting soil, water, and air, accelerating the degradation of natural ecosystems, and increasing the volume of hazardous waste while altering microclimatic conditions in the affected regions. Therefore, the environmental component must become a fundamental aspect of Ukraine’s post-war reconstruction. Despite the war, Ukraine’s economy is actively moving toward environmental transformation. The demand for new professions that align with modern challenges is expanding in the labour market. Notably, the demand for specialists with “green” skills is rapidly increasing both nationally and internationally. According to the World Economic Forum, in 2023, demand for environmental competencies grew by 12%, while the number of job openings requiring such skills increased by 22%. Even today, Ukraine faces an urgent need for experts in the fields of green design and architecture, ecological construction, carbon finance, and sustainable development. Additionally, there is an acute shortage of environmental risk managers, ESG analysts, decarbonization specialists, circular economy experts, and others. Furthermore, Ukraine currently lacks professionals with practical experience in wetland restoration or peatland management.
In this context, efforts must be intensified to train highly qualified specialists who will play a key role in rebuilding the country. At the same time, the approach of the Ministry of Education and Science of Ukraine appears incomprehensible, as environmental law was excluded from the Unified State Qualification Examination. This raises the question: “Does Ukraine not need legal professionals specializing in environmental law?” However, without qualified experts, Ukraine will struggle to adapt national legislation to EU standards. European integration processes require major reforms in environmental monitoring, biodiversity protection, waste management, industrial regulation, and environmental liability.
Postgraduate environmental education ensures the continuity of environmental learning and includes a system for advanced training and retraining of civil servants, managerial staff of enterprises, organizations, institutions, and entrepreneurs on various aspects of environmental protection and the rational use of natural resources. It also provides adult environmental education tailored to the labor market needs and the preparation of highly qualified environmental specialists, including candidates and doctors of sciences in ecology and environmental protection, based on leading higher education institutions. One of the key challenges in postgraduate environmental education is the absence of a clear state strategy for its development. Unlike EU countries, where comprehensive programs for advanced training of environmental specialists are implemented, such initiatives in Ukraine remain fragmented. For example, in Germany, there is an established system of environmental courses for civil servants and business representatives seeking to integrate sustainable development principles into their activities. In Sweden, state grant programs support the training of specialists in renewable energy and natural resource management. However, in Ukraine, such initiatives are sporadic and lack a systematic approach. Additionally, there is a need to expand the availability of distance learning and online courses for environmental professionals’ qualification upgrades.
Another significant problem is the insufficient level of international cooperation in postgraduate environmental education. In EU countries, partnership programs between universities and research institutions actively function, enabling specialists to intern and exchange experiences. For instance, within the Erasmus+ program, environmental professionals can study at leading European universities, acquiring up-to-date knowledge and skills. However, in Ukraine, such opportunities are limited, and the participation of Ukrainian educational institutions in international educational initiatives remains low.
To summarize, despite the growing relevance of environmental education in Ukraine, its development is hindered by several systemic issues, including outdated legislation, low funding levels, and insufficient practical training. Addressing these challenges requires a comprehensive approach, including the adaptation of European standards, expansion of funding, improvement of curricula, and enhancement of teacher training. At the same time, the lack of a unified strategy for the development of environmental education and insufficient coordination between the Ministry of Environmental Protection and Natural Resources of Ukraine and the Ministry of Education and Science complicate the implementation of reforms. This results in fragmentation and inefficiency in modern environmental education across all levels in Ukraine.
At the same time, it is worth highlighting positive shifts in this area. According to the Minister of Environmental Protection and Natural Resources of Ukraine, Svitlana Hrynchuk, strengthening the role of environmental education and integrating its principles into all aspects of life is one of the key priorities of the Ministry of Environmental Protection. “Today, we need to change the trends in education to prepare a new generation of environmental protection specialists and integrate the environmental component into various specialties. The issue of environmental protection concerns all areas of life – it should be present in a person’s life from early childhood, accompany them through school and university, be integrated into professional activities regardless of their field, and be reflected in everyday life through awareness campaigns, green skills, and competencies. To achieve this, we must create a comprehensive system of environmental education.” To address these issues, in February 2025, the Ministry of Environmental Protection and Natural Resources of Ukraine held a roundtable discussion on ‘Challenges and Prospects for Environmental Education and Professional Training.’ Agreement was reached on forming a working group to develop the necessary legislative changes and educational and professional standards. Additionally, several overdue reforms were identified, including:
It is hoped that this year’s positive developments will continue to evolve, as preparing a new generation of environmentally conscious citizens and specialists is a crucial prerequisite for Ukraine’s successful post-war recovery and integration into the European space. In this context, environmental education should become not only an educational tool but also a strategic direction of state policy, ensuring Ukraine’s reconstruction based on principles of environmental sustainability and sustainable development.
For further reference:
https://mepr.gov.ua/svitlana-grynchuk-posylyty-pozytsiyi-ekologichnoyi-osvity-ta-integruvaty-yiyi-pryntsypy-v-usi-sfery-zhyttya-odyn-z-priorytetiv-mindovkillya/
Contact: ukraine@grassrootsinstitute.net
Copyright © The Grassroots Institute. All rights reserved.
