Abstract
This article presents insights into the pedagogical significance of environmental education for school students, organized through the teaching of two core scientific subjects—chemistry and ecology. The emphasis extends to the broad implementation of environmental education across various types of secondary schools nationwide, along with the proactive initiation of numerous projects to address environmental challenges, which are undeniably one of the most pressing issues of our time. Many scholars remain dissatisfied with the current state of research on this topic. Therefore, a review of the works of prominent researchers who have studied environmental education within the school chemistry curriculum was conducted, along with an analysis of the methods and approaches tested in scientific studies. The article explores the ways in which the younger generation, starting from school age, can be instilled with habits of environmental protection and respect for the natural world. In the context of explaining the importance of the environment to students, the paper outlines strategies for preventing many pressing issues at both local and national levels through the development of environmental awareness and knowledge. Furthermore, the article presents a comprehensive analysis of research conducted among 8th-grade students at the A.Navoiy Gymnasium-School No.13. This investigation monitored students’ active participation in general chemistry classes, assesses their individual abilities, and assigns tasks tailored to their specific skills. At the conclusion of the pedagogical experiment, students are asked to revisit the questionnaires they completed at the study’s baseline, facilitating a thorough comparison of the pre- and post-study results.