This study examines the effectiveness of an integrative approach to developing students’ environmental competence in higher education through the systematic application of contemporary educational technologies. The research is grounded in the didactic integration of biological, ecological, and social knowledge and is aimed at enhancing students’ cognitive activity, independence, and professional readiness. The methodological framework includes learner-centered, developmental, activating, and formalized learning technologies, as well as dialogic instruction, coaching, problem-based learning, concept construction, and project-based learning. The results demonstrate that the integrative use of these technologies significantly increases learning motivation, promotes theoretical and systemic thinking, and facilitates the formation of key competencies such as goal setting, planning, forecasting, and self-assessment. The study confirms that integrative education creates favorable conditions for meaningful knowledge acquisition and the development of a holistic worldview, thereby ensuring the effective formation of environmental competence among students.

Integrative approach, environmental competence, educational technologies

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