Keywords
climate competence
i-Tree MyTree digital tool
climate change
ecosystem services of trees
training of teachers of natural specialties
How to Cite
Abstract
The article presents the results of a study of the educational potential of the digital tool i-Tree MyTree in the context of climate education development. The relevance of the issue is determined by the need to implement practice-oriented digital resources that comply with the principles of interdisciplinary and activity-based approaches in modern pedagogy.
The methodological basis of the study are theoretical analysis, pedagogical observation, questioning of participants in the educational process, logical-systemic analysis, and empirical testing of the tool at Kremenets Taras Shevchenko Regional Academy of Humanities and Pedagogy and general secondary education institutions in Kremenets.
During the testing process, the i-Tree MyTree digital tool was integrated into the educational components of future teacher training, particularly in subjects such as «Human Ecology and Socioecology», «Sustainable Development and Rational Use of Natural Resources», and «Environmental Education and Culture». As part of their teaching practice, students used the tool in general secondary education institutions while teaching the integrated course «Exploring Nature» (6th grade) and the subject «Geography» (7th grade), which ensured the testing of the platform in real educational conditions and allowed participants to adapt the digital resource to the content of school education.
The potential of the i-Tree MyTree digital tool for implementing a competency-based approach in the educational process and its compliance with the main characteristics of STEM education are analysed. The perception and experience of using the tool by future teachers of natural sciences and practicing educators in the context of forming key competencies of students of the New Ukrainian School are assessed. A number of advantages are identified: accessibility, practical orientation, and interdisciplinary nature of the resource. Among the main limitations are the English-language interface, the complexity of identifying tree species, and technical barriers. In response to the identified difficulties, adaptive strategies are applied, including the use of mobile applications, automatic translators, and interdisciplinary integration with the involvement of specialists.
References
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REFERENCES (TRANSLATED AND TRANSLITERATED)
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