Pedagogical approaches to environmental education in kazakh and japanese geography textbooks

A. Tolegen, Bakhadurkhan Sh. Abdimanapov, Kh.N. Zhanbekov, Г.К. Балахметова

2025

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DOI 10.48371/peds.2025.77.2.035
Data confidence 70 medium
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Abstract

This article examines the process of environmental education in school education in Kazakhstan, where the principles of sustainable development are being implemented, reflected in strategic initiatives such as the National Action Plan for Environmental Protection and the Ecology of Kazakhstan, Digital Kazakhstan programs. The relevance of the research is due to the need to study international experience, particularly the Japanese education system, which uses effective methods of environmental education and formation of environmental responsibility. In this regard, the purpose of the study is to conduct a comparative analysis of pedagogical approaches to environmental education in geography textbooks of Kazakhstan and Japan, identifying best practices and developing recommendations for their adaptation in Kazakhstan. Research methods include content analysis of geography textbooks in Kazakhstan and Japan, comparative analysis of the structure and content of educational materials, as well as questionnaires among teachers and students to assess the perception and effectiveness of environmental education methods. The survey covered fifty respondents in total (20 teachers and 30 students), which allowed us to assess the perception of environmental topics and teaching methods. The results of the study showed that the Japanese education system actively uses innovative teaching methods such as project-based learning and the development of critical thinking, while in Kazakhstan traditional methods such as lectures and theoretical assignments prevail. Japanese textbooks contain more examples of environmental activism, which contributes to the better involvement of students in solving environmental problems. In conclusion, based on the analysis, recommendations for Kazakhstan are proposed: the introduction of project-based learning, the use of formative assessment methods, the development of interdisciplinary educational materials, the active involvement of parents and the use of technology in the educational process. These measures will help to develop environmental responsibility among Kazakhstani schoolchildren and contribute to the sustainable development of the country.