Abstract
The study addresses the need to enhance the didactic foundations of university-level chemical education by incorporating ecological principles. Its purpose is to develop a model that fosters ecological thinking among students. The primary research method used is diagnostic analysis. The article introduces a model designed to instill environmental values in students. This model evaluates the impact of chemical disciplines on environmental factors such as air, water, soil, atmosphere, climate, and vegetation. It employs cognitive and informational criteria to analyze and model responses to questions about these interactions. This study addresses the need to enhance the ecological focus in chemical education at universities by developing a didactic model that fosters environmental thinking among students. The research aims to create a framework that integrates ecological values into chemical disciplines by examining their impact on natural components such as air, water, and soil. The diagnostic method was used to design and test the model, which emphasizes cognitive and informational criteria. Key findings demonstrate that this approach helps students understand the environmental implications of chemical processes, equipping them to apply this knowledge in their future professional activities. The results highlight practical strategies for integrating ecological awareness into higher education curricula.