Abstract
The article examines the development of higher environmental education in Kazakhstan and Russia in the context of growing environmental challenges and recent changes in educational approaches. A review of academic literature suggests that, despite increasing attention to education for sustainable development, comparative studies of post-Soviet educational systems remain limited. At the same time, the pedagogical aspects of integrating project-based learning into the development of students’ environmental competence have not been sufficiently addressed. The aim of the study is to analyze the development of higher environmental education in Kazakhstan and Russia and to clarify the role of project-based learning in fostering students’ environmental competence. The research is based on comparative-historical analysis, content analysis of scientific publications and educational programs, as well as elements of a systems approach. The results show that environmental education in both countries has developed gradually and is currently shifting from predominantly theoretical instruction to more practice-oriented models. The Russian system is characterized by a higher level of institutional regulation, whereas the Kazakhstani system shows greater flexibility in the design of educational programs. The findings also indicate that the use of project-based learning supports the development of systems thinking, critical reasoning, and practical skills among students. The scientific contribution of the study lies in refining the comparative understanding of environmental education development in Kazakhstan and Russia and in identifying pedagogical conditions that support the effective use of project-based learning in developing students’ environmental competence.