Factors of universal educational actions development in environmental education using the case method
DOI: 10.23951/2307-6127-2026-2-30-42
The article presents an empirical study aimed at identifying the factors influencing the development of cognitive and regulatory universal learning actions (ULAs) when using the case-study method in environmental education. The research was conducted during extracurricular environmental classes with eighth-grade students at Moryakovskaya Secondary School in the Tomsk District (n = 28). The diagnostic tools included the “Self-Regulation Style of Behavior – SRB-98” questionnaire by V.I. Morosanova and an author’s methodology for assessing cognitive ULAs based on the approaches of L.V. Shkerina and A.I. Gazeikina. The results demonstrate that systematic implementation of the case-study method significantly enhances both cognitive and regulatory ULAs: the proportion of students with a high level of self-regulation increased from 10 to 53 %, and those with a high level of cognitive ULAs – from 11 to 50 %. The most influential factors identified were the practical relevance of environmental cases, group-based collaboration, problem-oriented and exploratory tasks, and the inclusion of a structured reflection phase. The theoretical significance of the study lies in clarifying the complex of pedagogical, psychological, and organizational factors determining the development of cross-disciplinary results in environmental education. The practical value consists in demonstrating the effectiveness of the case-study method as a tool for fostering cognitive and regulatory skills, and for integrating environmental content with activity-based learning approaches. The findings confirm that the case-study method serves as an effective pedagogical technology for implementing the Federal State Educational Standard (FSES) requirements and for promoting students’ environmental awareness and responsible behavior.
Keywords: case study, environmental education, universal learning actions, cognitive universal learning actions, regulatory universal learning actions, meta-subject results, environmental culture
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: THEORY AND METHODOLOGY OF TEACHING AND EDUCATION
Pages: 30 — 42
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