Abstract
The development of environmental thinking is an important objective of contemporary teacher education, driven by global environmental challenges and the need for environmentally responsible professional behavior. In teacher colleges, however, environmental education often remains fragmented and insufficiently practice-oriented, which limits students’ readiness for real-life environmental decision-making. Methodology and Methods. The study employed a mixed-methods design and was conducted as a pedagogical experiment during the 2024–2025 academic year. The research involved students of teacher training colleges. Data were collected through questionnaires, situational tasks, and expert assessment of project activities aimed at diagnosing cognitive, value-motivational, and behavioral-reflective components of environmental thinking. Quantitative data were processed using descriptive statistics and comparative analysis. Results. The findings indicate a positive dynamic in the development of environmental thinking following the implementation of intellectual project-based learning. A decrease in the proportion of students with a low level of environmental thinking and an increase in medium and high levels were observed. The most significant changes occurred in the behavioral-reflective component, demonstrating a shift from declarative knowledge to environmentally responsible behavior. Interrelations between the structural components of environmental thinking were also identified. Scientific novelty. The study substantiates the effectiveness of intellectual project-based activity as an integrated pedagogical tool for developing environmental thinking in teacher colleges. Practical significance. The results can be used in teacher training colleges to improve environmental education through the integration of project-based activities into existing curricula.