Abstract
This article examines the features of the implementation process of the “Green School” project in the Republic of Kazakhstan. An overview of the main areas of activity of secondary general education schools in this field is presented, and the positive results of the implementation of the project are identified. Special attention is given to the development of the idea of reviving school homestead plots and experimental research plots, which can serve as an effective practical platform for fostering students’ ecological culture. The rural school is considered a favorable environment for efforts aimed at restoring the ecological worldview of rural residents. At the same time, it is concluded that the process of “urbanization” of rural areas has become a key factor in the loss of farming and gardening skills among children living in rural communities. The study employed a set of general scientific methods based on observation, analysis, and the formulation of research hypotheses, which were confirmed during the processing of empirical data. Thus, it is concluded that the implementation of the “Green School” project contributes to the deepening and expansion of rural school students' comprehensive environmental knowledge. A special role is played by natural science disciplines, which are focused on the implementation of project-based, research, and experimental activities for students.